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# Banter Speech & Language

Sydney speech pathologists helping child and adult clients, and other speech pathologists.

## Sitemaps

- [XML Sitemap](https://www.banterspeech.com.au/sitemap.xml): Contains all public & indexable URLs for this website.

## Posts

- [Articles](https://www.banterspeech.com.au/banter-articles/)
- [Can we improve literacy teaching for autistic students and students with ADHD?](https://www.banterspeech.com.au/can-we-improve-literacy-teaching-for-autistic-students-and-students-with-adhd/) - Many autistic students and students with ADHD struggle with literacy. Too many students finish high school without being able to read or write.
- [What really helps shy or socially anxious children and teenagers?](https://www.banterspeech.com.au/what-really-helps-shy-or-socially-anxious-children-and-teenagers/) - Shy children experience various difficulties at school. They often have fewer friends, may show reduced classroom participation, and face an increased risk of academic or language difficulties.
- [Developmental Language Disorder (DLD) in Adults ](https://www.banterspeech.com.au/developmental-language-disorder-dld-in-adults/) - DLD is most commonly diagnosed in childhood. Read on to see how DLD presents in adults. What is DLD? A neurodevelopmental condition that affects how an individual understands and uses language.
- [Is your preschooler ready to learn to read?  What matters most before big school?](https://www.banterspeech.com.au/is-your-preschooler-ready-to-learn-to-read-what-matters-most-before-big-school/) - The peer-reviewed research evidence on this is clear: oral language skills. Big picture: Children who start school with poorly developed language skills are at high risk of later reading difficulties. Language interventions before school can help. Zoom out: Preschool oral language skills have both a direct and an indirect effect on the development of later
- [Why background knowledge about the world can increase reading comprehension](https://www.banterspeech.com.au/too-many-stories-not-enough-facts-free-tips-and-resources-to-boost-your-childs-knowledge-and-reading-comprehension-skills/) - Reading comprehension is complex, but, according to the Simple View of Reading, it is the product of two proximal variables: word recognition and language comprehension skills.
- [Parents: how to understand your child’s reading challenges, and what to do about them - a step-by-step guide](https://www.banterspeech.com.au/parents-how-to-understand-your-childs-reading-challenges-and-what-to-do-about-them-a-step-by-step-guide/) - A couple of weeks ago, I got a call from a worried dad about his son’s reading progress at school. The school had administered a standardised reading assessment, and then emailed dad a one-page, automated report. The report was full of standard scores, graphs, percentile ranks, confidence intervals, and age equivalents. It was clear that the son had reading comprehension problems.
- [Real talk: 21 things I say to teenagers who stutter before we start speech therapy](https://www.banterspeech.com.au/real-talk-21-things-i-say-to-teenagers-who-stutter-before-we-start-speech-therapy/) - For more than a decade, I’ve provided speech therapy to teenagers who stutter. Sometimes, I meet clients in our clinic. Increasingly, I do it through telehealth sessions, e.g. via Zoom or Teams. (Telehealth sessions can be less disruptive to school routines, saves traffic delays and petrol; and are preferred by lots of my teenage clients.)
- [Why I’m not worried about NDIS Price Limits for 2026-2027](https://www.banterspeech.com.au/why-im-not-worried-about-ndis-price-limits-for-2026-2027/) - April beckons. Before we know it, pundits will be making predictions about the 2026-2027 NDIS price limits.
- [What's the deal with the NDIS Therapy Pilot?⁠](https://www.banterspeech.com.au/whats-the-deal-with-the-ndis-therapy-pilot⁠/) - On 12 March 2026, the NDIS Minister, Jenny McCallister, announced that the Government has awarded $20 million to 27 registered disability service organisations for a 12-month national NDIS therapy pilot.
- [Supports for school-aged children with ADHD & developmental language disorder (DLD)](https://www.banterspeech.com.au/supports-for-school-aged-children-with-adhd-developmental-language-disorder-dld/) - Children with both ADHD and DLD may have difficulties with memory, understanding emotions, recognising others’ feelings, controlling their behaviours, and sustaining or changing their focus. These challenges affect their daily life.
- [SLPs are under the pump, but it’s no excuse for disrespect](https://www.banterspeech.com.au/slps-are-under-the-pump-but-its-no-excuse-for-disrespect/) - Even before we were hit with waves of NDIS reforms and Thriving Kids, far too many allied health professionals suffered from presenteeism:
- [Speech Therapy for Adults: what it is, who it helps, and how it works](https://www.banterspeech.com.au/speech-therapy-for-adults-what-it-is-who-it-helps-and-how-it-works/) - Speech-language pathologists work with adults every day to communicate confidently. Read on to learn what adult speech therapy involves and how it could help you.
- [Thriving Kids is just a plan unless it immediately degenerates into hard work* ](https://www.banterspeech.com.au/thriving-kids-is-just-a-plan-unless-it-immediately-degenerates-into-hard-work/) - Thriving Kids has ambitious and laudable aims. But, to work, state governments must translate the model into actions within local communities that help improve outcomes for children with autism and/or developmental delay. State governments face three key challenges:
- [Prepare adolescents for IEP (Individual Education Plan) meetings](https://www.banterspeech.com.au/prepare-adolescents-for-iep-individual-education-plan-meetings/) - IEPs (or ILPs – Individual Learning Plans) are generated in meetings between teachers and families. They outline a student’s interests, strengths, areas of need, and supports and accommodations students may need to achieve learning or social goals.
- [Speech pathology therapies under review by the NDIS Evidence Advisory Committee. Which ones, and why?](https://www.banterspeech.com.au/speech-pathology-therapies-under-review-by-the-ndis-evidence-advisory-committee-which-ones-and-why/) - On 16 February 2026, the NDIS Evidence Advisory Committee launched a public consultation into the safety, suitability and value for money of four types of supports. At least three of these supports are of direct interest to speech pathologists who support NDIS participants.
- [Breaking news: researchers are investigating a promising new early intervention for toddlers who stutter ](https://www.banterspeech.com.au/breaking-news-researchers-are-investigating-a-promising-new-early-intervention-for-toddlers-who-stutter/) - For many people who stutter, stuttering starts early - sometimes as early as 18 months. The average age of onset is 25-30 months, with perhaps the majority of people who stutter starting to stutter before they are 3 years of age.
- [Allied health NDIS providers: to improve our service quality, participant safety and reputations, we must address regulator concerns with day-to-day actions](https://www.banterspeech.com.au/allied-health-ndis-providers-to-improve-our-service-quality-participant-safety-and-reputations-we-must-address-regulator-concerns-with-day-to-day-actions/) - If you read the comments on any NDIS-related news article, you’ll know a sizeable part of the population holds a low opinion of NDIS providers. The big problem for allied health NDIS providers
- [‘NDIS supports’ definition: who’s confused?](https://www.banterspeech.com.au/ndis-supports-definition-whos-confused/) - On 30 July 2025, the Government published its report on the August 2024 Consultation on Draft Lists of NDIS Supports.
- [Mandatory registration is coming, but don’t panic](https://www.banterspeech.com.au/mandatory-registration-is-coming-but-dont-panic/) - Over the coming months, expect to hear a fair bit about mandatory registration of NDIS providers. Back in December 2025, the Department of Health, Disability and Aging released a short consultation paper about a new definition of NDIS provider.
- [The Lidcombe Program for stuttering: my 10 favourite therapy activities](https://www.banterspeech.com.au/the-lidcombe-program-for-stuttering-my-10-favourite-therapy-activities/) - For parents who have been trained in delivering the Lidcombe Program, it can be hard to think up specific activity ideas for the therapy.
- [Thriving Kids is now a real thing. Get ready! ](https://www.banterspeech.com.au/thriving-kids-is-now-a-real-thing-get-ready/) - With governments finally signing up to the public hospital deal on 30 January, Thriving Kids will start rolling out in phases from October 2026. The plan is for Thriving Kids to be fully operational by January 2028.
- [Squeezed out or set free? Thriving Kids will transform Australian paediatric allied health care and our workforce](https://www.banterspeech.com.au/squeezed-out-or-set-free-thriving-kids-will-transform-australian-paediatric-allied-health-care-and-our-workforce/) - After reading the Thriving Kids Advisory Group’s Final Report released 3 February 2026, as well as the Ministerial media release and press conference transcript from Minister Mark Butler and Professor Frank Oberklaid AM, it’s clear that Australian governments are working together to:
- [Breaking news: “Thriving Kids” - more than just a new name for Foundational Supports for children?](https://www.banterspeech.com.au/breaking-news-thriving-kids-more-than-just-a-new-name-for-foundational-supports-for-children/) - “Thriving Kids”, announced by Minister Mark Butler on 20 August 2025, is the snappy new name for Foundational Supports for children. But is it more than that? We don’t have a lot of details right now. But it sounds different from the original proposal for Targeted Foundational supports (discussed in 2024), and a lot more
- [Thriving Kids Programs Part 1: Inklings](https://www.banterspeech.com.au/thriving-kids-programs-part-1-inklings/) - In his National Press Club Address of 20 August 2025, Minister Mark Butler name-checked some programs that might be scaled up and block-funded under Thriving Kids. In this series, we’ll take a brief look at them. We’ll start with a program called Inklings. Context: Over time, Thriving Kids is intended to replace the NDIS early
- [Thriving Kids Programs Part 2: Mental Health in Primary Schools (MHiPS)](https://www.banterspeech.com.au/thriving-kids-programs-part-2-mental-health-in-primary-schools-mhips/) - Background: In his National Press Club speech of 20 August 2025, Minister Mark Butler name-checked some specific programs that might be scaled up and block-funded under Thriving Kids. This week, we’re looking at Mental Health in Primary Schools (MHiPS). Context: Thriving Kids is intended to replace the NDIS early intervention pathway for most children, including
- [The Key Worker Model for young children with developmental delay or disability: does it actually improve child outcomes? ](https://www.banterspeech.com.au/the-key-worker-model-for-young-children-with-developmental-delay-or-disability-does-it-actually-improve-child-outcomes/) - Almost always, children with developmental delays or disabilities need the support of more than one health professional. Health and education professionals should always work as a team with the family to support the child. This requires a lot of communication and teamwork. If no one coordinates services, you end up with different professionals working on
- [Thriving Kids Programs Part 3: Positive Partnerships](https://www.banterspeech.com.au/thriving-kids-programs-part-3-positive-partnerships/) - In his National Press Club Announcement of 20 August 2025, Minister Mark Butler name-checked some programs that might be scaled up and block-funded under Thriving Kids. In this series, we’re taking a brief look at them. This time, we’re looking at Positive Partnerships. Context: Thriving Kids is intended to replace the NDIS early intervention pathway
- [Thriving Kids in Schools: Will it Work?](https://www.banterspeech.com.au/thriving-kids-in-schools-will-it-work/) - At its core, Thriving Kids is an ambitious plan by the Federal Government to: divert children with mild and moderate autism and developmental delay from the NDIS early intervention pathway; and replace NDIS-funded individualised allied health therapies for these children with block-funded programs delivered in ‘natural environments’, like schools. In Minister Mark Butler’s words, Thriving
- [Thriving Kids: will ‘targeted supports’ deliver what children and families need?](https://www.banterspeech.com.au/thriving-kids-will-targeted-supports-deliver-what-children-and-families-need/) - State of play: On 7 November 2025, the Thriving Kids Advisory Group held the second of what will be three meetings to advise the Government on the design of Thriving Kids. Zoom in: Among other things, the group is considering targeted support models, including: “what opportunities are provided to expand universal, [Medicare] health and development
- [5 tips to improve social interaction assessments for teenagers with communication challenges](https://www.banterspeech.com.au/5-tips-to-improve-social-interaction-assessments-for-teenagers-with-communication-challenges/) - The big picture: Almost all speech pathologists know that standardised language testing isn’t enough to get to the bottom of a teenager’s real world social communication challenges. Challenges: Families and speech pathologists are constrained by time, assessment tools, tightening funding rules, and cost of living pressures. Most clients and families prefer to spend limited speech
- [SLP Managers: Don’t play favourites!](https://www.banterspeech.com.au/slp-managers-dont-play-favourites/) - The big picture: Most managers try to respect and pay attention to all team members. But evidence suggests that many bosses have (or are seen to have) “in-groups” and “out-groups”. Why it matters: Playing favourites (even unconsciously) can decrease: engagement, job-satisfaction, and performance for team members who perceive themselves to be in an out-group; team
- [SLP supervisors & managers: what to say and do when you feel out of your depth](https://www.banterspeech.com.au/slp-supervisors-managers-what-to-say-and-do-when-you-feel-out-of-your-depth/) - The big picture: Many speech-language pathology (SLP) managers think that it’s their job to have all the answers. But that’s not what leadership is about. Hard work: Managing SLPs in the real world is complex - especially during these uncertain times: Health, education and disability systems are imperfect and ever-changing. Your SLPs have different personalities,
- [Speech pathology regulation in Australia: progress, but more work to be done](https://www.banterspeech.com.au/speech-pathology-regulation-in-australia-progress-but-more-work-to-be-done/) - Back in the news: On 12 September 2025, Health Ministers released a communique, rekindling conversations about speech pathology regulation in Australia. Among other things, Health Ministers agreed to: regulate audiology under the existing National Registration and Accreditation Scheme (NRAS). This means audiologists will join occupational therapists, physiotherapists, and psychologists, as registered health professionals regulated by the
- [Australian private practice owners must keep lifting our standards to better support early career speech pathologists ](https://www.banterspeech.com.au/australian-private-practice-owners-must-keep-lifting-our-standards-to-better-support-early-career-speech-pathologists/) - The big picture: Even in these challenging times, private practice owners can do more to support early career speech pathologists. We should share and normalise good practices so that early career professionals are better supported, wherever they work. Why it matters: Australia boasts many excellent private practices, of all shapes and sizes. However, across the
- [Allied Health Providers: The NDIA Just Told Us the Truth (Again)](https://www.banterspeech.com.au/allied-health-providers-the-ndia-just-told-us-the-truth-again/) - What They Said "The NDIA does not directly fund providers, but allocates funding to NDIS participants and business decisions, including whether to continue offering services through the NDIS, are a matter for individual organisations." (NDIA spokesperson, quoted in “NDIS providers evacuate market after pricing review,” by Sarah Ison, The Australian, 10 August 2025) In plain
- [I-CAN Needs Assessments: what’s going on? Why are so many people worried?](https://www.banterspeech.com.au/i-can-needs-assessments-whats-going-on-why-are-so-many-people-worried/) - Last week, NDIS needs assessments became mainstream news, thanks to Kate Lyons’ reporting in The Guardian: "NDIS plans will be computer-generated, with human involvement dramatically cut under sweeping overhaul". A few people were confused by what’s happening and reached out with questions. Your right to know: Before big NDIS changes are rolled out, everyone affected:
- [Small NDIS allied health providers: keep moving, and don’t give up](https://www.banterspeech.com.au/small-ndis-allied-health-providers-keep-moving-and-dont-give-up/) - State of play: As at the end of November 2025, NDIS reforms include lots of parts, uncertainty, and complexity. Unknown unknowns: Small allied health providers must plan for 2026. But how can we make decisions about strategy, services, marketing, recruitment, training, compliance, resources, and finances with so many balls up in the air? Chessboard fallacy:
- [Reading with - not to - your pre-schoolers: how to do it better (and why)](https://www.banterspeech.com.au/reading-with-not-to-your-pre-schoolers-how-to-do-it-better-and-why/) - Most parents know that reading books with their kids is important. But many parents don't know why exactly. And it's not as if parents get issued with an instruction book about how to read books with their kids for the best language, literacy, social and academic results.
- [FAQ: Lisps](https://www.banterspeech.com.au/faq-lisps/) - When assessing lisps, it's important to consider the severity of the problem. But it's also essential to assess how the lisp affects the person's activities in the real world.
- [How to treat speech sound disorders 2: The Complexity Approach - more bang for your buck?](https://www.banterspeech.com.au/how-to-treat-speech-sound-disorders-2-the-complexity-approach-more-bang-for-your-buck/) - The "complexity approach" for treating children with phonological speech disorders has a lot of peer reviewed research evidence to support it. But one study showed only 8% of speech pathologists use it (Brumbaugh & Smit, 2013). There are lots of reasons why.
- [FAQ: In what order and at what age should my child have learned his/her speech sound consonants?](https://www.banterspeech.com.au/faq-in-what-order-and-at-what-age-should-my-child-have-learned-hisher-speech-sound-consonants/) - There are reams of research papers analysing the typical order of consonant acquisition or the age kids usually get rid of the most common types of speech errors.
- [How to treat speech sound problems 1: the Cycles Approach](https://www.banterspeech.com.au/how-to-treat-speech-sound-problems-1-the-cycles-approach/) - We've written more than a few articles about speech sound disorders, including common and less common phonological problems. So how do you treat them?
- [How to treat speech sound disorders 3: Contrastive Approach – Minimal and Maximal Pairs (with demo)](https://www.banterspeech.com.au/how-to-treat-speech-sound-disorders-3-contrastive-approach-minimal-and-maximal-pairs-with-demo/) - Apart from the Cycles Approach and the Complexity Approach, the “Contrastive Approach” is another common way to treat children with phonological speech disorders. In this article, we explore both the so-called “Minimal Pairs Approach” and the “Maximal Pairs Approach”. Both are contrastive approaches and are used for phonological intervention.
- [For young students with CAS and early reading difficulties, input phonics may help with literacy](https://www.banterspeech.com.au/for-young-students-with-cas-and-early-reading-difficulties-input-phonics-may-help-with-literacy/) - When teaching students with childhood apraxia of speech (CAS) to read, input phonics may help compensate for difficulties with speech sound accuracy, speech sound sequencing, polysyllabic word production, speech rate and stress.
- [/r/ sound errors: free evidence-based tips and resources to reduce ‘gliding’ [Give them a go!]](https://www.banterspeech.com.au/r-sound-errors-free-evidence-based-tips-and-resources-to-reduce-gliding-give-them-a-go/) - Long-term problems with the /r/ sound can be hard to fix. Most children learn to say /r/ correctly by 5 years and stop “gliding” /r/ to /w/ by 6 years of age.
- [Think, then Write Halloween Pack: Free Resource](https://www.banterspeech.com.au/think-then-write-halloween-pack-free-resource/) - Too many young students are reluctant to write. Some have language and learning challenges, like developmental language disorder or dysgraphia.
- [DLD: A FREE Guide for Families - 4th edition out today! [download]](https://www.banterspeech.com.au/dld-a-free-guide-for-families-4th-edition-out-today-download/) - Developmental Language Disorder (DLD) is common. But - compared with neurodevelopmental disorders like autism, ADHD, and learning disorders - DLD is still not well known. Back in 2020, we created a DLD guide for families. It included Plain English answers to our most frequently asked questions about DLD. Since then: researchers and clinicians have done
- [We should intervene to teach science vocabulary directly to young high schoolers with language and literacy difficulties (LLDs)](https://www.banterspeech.com.au/we-should-intervene-to-teach-science-vocabulary-directly-to-young-high-schoolers-with-language-and-literacy-difficulties-llds/) - For general academic success, we should teach students with language and literacy difficulties (LLDs) cross-disciplinary (so-called “tier 2”) academic vocabulary, e.g., words like “explain”, “describe”, “outline” and “evaluate”. But discipline-specific vocabulary is also important for success in individual subjects like science.
- [How do kids typically acquire language? What does it tell us about how to help children with Developmental Language Disorder?](https://www.banterspeech.com.au/how-do-kids-typically-acquire-language-what-does-it-tell-us-about-how-to-help-children-with-developmental-language-disorder/) - We’re a month away from Developmental Language Disorder (DLD) Awareness Day on 17 October! DLD is a hidden but common disability that affects 1 in 14 children. It causes difficulties understanding and using language for no known reason. If you haven’t heard about DLD yet, check out the links below. To understand some of the
- [For preschoolers with communication challenges, use category work to improve language and world knowledge at the same time](https://www.banterspeech.com.au/for-preschoolers-with-communication-challenges-use-category-work-to-improve-language-and-world-knowledge-at-the-same-time/) - There seem to be important links between preschoolers’ knowledge about the world; oral language comprehension skills; and later reading comprehension skills.
- [Speech Pathology Week 2025: “Impact through communication”. What this means to us in uncertain times](https://www.banterspeech.com.au/speech-pathology-week-2025-impact-through-communication-what-this-means-to-us-in-uncertain-times/) - In Australia, Speech Pathology Week starts today. It’s a good opportunity to explain who we help, who we are, our impact, big changes that will affect how we help and why we’re speech pathologists.
- [12 Highly Recommended Picture Books to Read with your Preschoolers](https://www.banterspeech.com.au/highly-recommended-picture-books-to-read-with-your-preschoolers/) - Reading books with your kids has a positive effect on later language, reading and maths skills; increases sustained attention; and reduces negative behaviours (Baker et al., 2013). Peer-reviewed evidence shows that preschoolers have better outcomes when they participate actively in reading (Britto et al., 2006). On the other hand, reading books in a non-interactive way
- [Is my preschooler ready for school? Communication skills that lead to success: a free guide for families with preschoolers](https://www.banterspeech.com.au/getting-ready-to-read-at-big-school-a-free-guide-for-families-with-preschoolers/) - Too many preschoolers start school without the speech and pre-reading skills needed to thrive in Kindergarten. But which skills matter the most? In this free guide, we seek to answer this question by summarising the evidence in Plain English. We cover: typical speech development, consonant acquisition milestones, and error patterns; the links between unclear speech
- [Unregistered allied health NDIS providers: Do not ignore the NDIS Practice Standards Review](https://www.banterspeech.com.au/unregistered-allied-health-ndis-providers-do-not-ignore-the-ndis-practice-standards-review/) - Registered NDIS providers must meet the NDIS Practice Standards (Standards) to become and remain registered. The NDIS Quality and Safeguards Commission, with the help of KPMG, is consulting on revisions to the NDIS Standards, and has released a discussion paper about it (the Paper). Unregistered allied health providers are not subject to the Standards. But
- [New NDIA Therapy Guideline: 11 things allied health NDIS providers should do now to check compliance](https://www.banterspeech.com.au/new-ndia-therapy-guideline-11-things-allied-health-ndis-providers-should-do-now-to-check-compliance/) - On 13 October 2025, the NDIA published their guideline on therapy supports (the Therapy Guideline). The Therapy Guideline outlines how the NDIA makes decisions about therapy supports for children aged 9 years and older. But it contains some guidance for therapists working with younger children, too. NDIS providers - registered and unregistered - need to
- [My child drools: what do I need to know?](https://www.banterspeech.com.au/my-child-drools-what-do-i-need-to-know/) - Saliva is probably one of the least offensive bodily fluids. But it can still be confronting. You only have to look at how many student speech pathologists struggle to overcome their natural aversion when responding to their first case of excessive drooling to know that people are hard-wired to shy away from it.
- [Banter Booster: our 100th issue!](https://www.banterspeech.com.au/banter-booster-our-100th-issue/) - Just over 2 ½ years ago, we launched a free newsletter for busy speech pathologists. We called it the Banter Booster. We sent it out every Monday, of every school week: 40 issues a year. In each issue, we did our best to share clinically useful, free stuff. It was a lot of work. We
- [Our Pesky Lisp Fixer 2.0. Try it!](https://www.banterspeech.com.au/our-pesky-lisp-fixer-2-0-try-it/) - The big picture: For 10 years, speech pathologists, teachers, and parents around the world have used our popular Pesky Lisp Fixer 1.0 to help young children with interdental lisps. But time catches up with us all. Version 1.0 has retired! Problems with programs: Most lisp programs are a pain in the neck: Too much fiddly prep:
- [Parents of teenagers aged 16-18 years: 11 ideas to increase participation and communication skills](https://www.banterspeech.com.au/parents-of-teenagers-aged-16-18-years-11-ideas-to-increase-participation-and-communication-skills/) - This week, our speech pathologist, Juliana Li, gives us 11 ideas to increase the participation and communication skills of teenagers aged 16-18 years.
- [Parents of teenagers aged 13 – 15 years: 10 ideas to increase participation and communication skills](https://www.banterspeech.com.au/parents-of-teenagers-aged-13-15-years-10-ideas-to-increase-participation-and-communication-skills/) - Independence: Support your teenager to participate in activities without direct parents/carers supervision (e.g. public transport, movies, bowling, Laser Tag, video arcade, park days). Decision-making: Encourage teenagers to make hard decisions and trade-offs (e.g. about school subjects, assignments topics, extra-curricular activities and social groups). High expectations, more responsibility: 'Raise the bar' in what you expect (using support
- [Parents of children aged 6 – 12 years: 11 practical ideas to increase your child’s participation and communication skills](https://www.banterspeech.com.au/parents-of-children-aged-6-12-years-11-practical-ideas-to-increase-your-childs-participation-and-communication-skills/) - In this, our fourth infographic on functional communication, our speech pathologist Emma Robinson, outlines 11 practical ideas parents of children aged 6-12 years can use to increase their child’s participation and communication skills.
- [Parents of children aged 0-5 years: 10 practical ideas to increase your child's participation and communication skills](https://www.banterspeech.com.au/parents-of-children-aged-0-5-years-10-practical-ideas-to-increase-your-childs-participation-and-communication-skills/) - In this, our third infographic on functional communication, our speech pathologist Vivien Wong, outlines 10 practical ideas parents of children aged 0-5 years can use to increase their child's participation and communication skills.
- [Not about 'fixing': using the 'F-Word Framework' to support children with communication disorders and their families](https://www.banterspeech.com.au/beyond-fixing-using-the-f-word-framework-to-support-children-with-communication-disorders-and-their-families/) - The 'medical model' of communication disorders focuses on 'fixing' children through assessment, diagnosis, and 'treatment'. But children with communication disorders aren't 'sick' or 'broken'.
- [Focusing speech therapy on functional outcomes: a refresher](https://www.banterspeech.com.au/focusing-speech-therapy-on-functional-outcomes-a-refresher/) - Traditionally, many speech pathologists were trained to break their clients' communication difficulties into parts in order to identify and treat communication 'disorders',
- [To better support clients with functional communication challenges, speech pathologists should collect samples of different kinds of conversations](https://www.banterspeech.com.au/to-better-support-clients-with-functional-communication-challenges-speech-pathologists-should-collect-samples-of-different-kinds-of-conversations/) - To assess a client’s functional communication skills, speech pathologists collect speech and oral language samples.
- [Feel the fear and do it anyway: hard advice for teenagers who stutter](https://www.banterspeech.com.au/feel-the-fear-and-do-it-anyway-hard-advice-for-teenagers-who-stutter/) - If you stutter, high school can be hard. Stuttering is common: 1% of people stutter. But, too often, ignorance, prejudice, teasing and bullying at school run rampant.
- [Emotions words: What we use to support kids’ oral and written language [Try it!]](https://www.banterspeech.com.au/emotions-words-what-we-use-to-support-kids-oral-and-written-language-try-it/) - Many kids struggle with emotional regulation. Emotion words help us describe and regulate our emotions.
- [Stuttering therapy: going beyond medical models](https://www.banterspeech.com.au/speech-therapy-for-adults-who-stutter-whats-the-point/) - There’s no cure for adult stuttering yet. So what’s the point of speech therapy? Even just five years ago, I would have said that the answer is obvious: to reduce stuttering severity by using evidence-based speech restructuring techniques like the Camperdown Program. But I’ve since learned - from clients and from other people who stutter, from
- [In deep water: paediatric allied health NDIS providers should read the Grattan Report](https://www.banterspeech.com.au/in-deep-water-paediatric-allied-health-ndis-providers-should-read-the-grattan-report/) - The Big Picture: On 29 June 2025, the influential Grattan Institute published a 108-page report with proposals to save the NDIS (link below). Many allied health providers were distracted by financial year-end and compliance tasks to comply with the (now live) Pricing Limits for 2025-26. But the report is well worth a read - particularly
- [For school-age children & teenagers, stutter-affirming care should start at initial consultation (if not before then)](https://www.banterspeech.com.au/for-school-age-children-teenagers-stutter-affirming-care-should-start-at-initial-consultation-if-not-before-then/) - The big picture: Stuttering support for school-age students isn’t just about speech. It’s about helping students to avoid applying society’s negative stereotypes, prejudices and discrimination about stuttering to themselves - a risk known as “stuttering self-stigma”. Why it matters: Children as young as 10 years may start to apply stuttering stigma to themselves. This risk increases
- [A Talk Time Toolkit to increase conversational skills for children with communication challenges](https://www.banterspeech.com.au/a-talk-time-toolkit-to-increase-conversational-skills-for-children-with-communication-challenges/) - Conversation skills are functionally very important for friendships, school success, community inclusion, and participation in many activities of life. But many children with communication challenges participate in conversation primarily by answering other people’s questions with very short (sometimes single- or two-word) answers.
- [For struggling readers in Years 2-6, when might read-alouds and audiobooks help? (Free resource included!)](https://www.banterspeech.com.au/for-struggling-readers-in-years-2-6-when-might-read-alouds-and-audiobooks-help-free-resource-included/) - Reading comprehension is the product of word recognition and language (listening) comprehension skills. If you have typical language skills but can’t read words accurately and quickly enough, your reading comprehension of a text will be lower than if you listened to it.
- [How to help highschoolers who can’t read words ](https://www.banterspeech.com.au/how-to-help-highschoolers-who-cant-read-words/) - Far too many students start high school without basic word-reading skills. In learning plans, schools make adjustments to compensate. But a better long-term strategy is to teach struggling students to read words.
- [Real world gains: How we seek to improve our clients’ learning and generalisation with more variable inputs](https://www.banterspeech.com.au/real-world-gains-how-we-seek-to-improve-our-clients-learning-and-generalisation-with-more-variable-inputs/) - When working with a client on a speech or language goal, we want our work to ‘transfer’ or ‘generalise’ so that the client can use their new skill with different people, in different situations in their ‘real world’. One evidence-based way to improve generalisation is to expose clients to more variable input. We can do
- [How to use principles of motor learning to improve your speech](https://www.banterspeech.com.au/never-give-up-never-surrender/) - Are you too old, sick, or set-in-your-ways to improve your speech? Did your speaking skills plateau in your twenties when you were young, strong and beautiful?
- [Free Resource: Carrier Phrases for Speech, Language, Stuttering and Voice Therapy](https://www.banterspeech.com.au/free-resource-carrier-phrases-for-speech-language-stuttering-and-voice-therapy/) - Carrier phrases are short, simple “stock” phrases we use to help kids and adults practice their skills and to transfer their therapy gains from single word to phrase levels. We use carrier phrases a lot in speech therapy to bridge the gap between single word drills and self-generated sentences. This can help clients to transfer their skills from the clinic into the real world.
- [Ask Us Anything: 17 things our readers and followers really want to know about speech pathology (but were too shy to ask)!](https://www.banterspeech.com.au/ask-us-anything-17-things-our-readers-and-followers-really-want-to-know-about-speech-pathology-but-were-too-shy-to-ask/) - For more than seven years we've been writing about evidence-based speech pathology assessments and treatments for children and adults. Our website has had more than 1.3 million views, and we hope we've helped share useful information with families and adults who are considering speech therapy.
- [Beyond flashcards and gluesticks: what to do if you or your 9-25 year old still has speech sound issues](https://www.banterspeech.com.au/beyond-flashcards-and-gluesticks-what-to-do-if-you-or-your-9-25-year-old-still-has-speech-sound-issues/) - When most of us think about speech sound disorders, we think of little kids: 3-6 year olds. But what about older kids and young adults?
- [The Pesky Lisp Fixer Version 2.0: an evidence-informed approach for kids whose interdental lisps won’t stay fixed!](https://www.banterspeech.com.au/the-pesky-lisp-fixer-a-new-evidence-based-approach-for-kids-whose-interdental-lisps-wont-stay-fixed/) - Don’t you hate those pesky interdental lisps? You know, the ones that won’t stay fixed? More recent research evidence supports a different route for better results. Our Pesky Lisp Fixer program has three stages.
- [Allied health providers and pricing controls: independent providers that employ, train, and supervise staff are caught in the middle, and might not survive (and the NDIA knows it)](https://www.banterspeech.com.au/allied-health-providers-and-pricing-controls-independent-providers-that-employ-train-and-supervise-staff-are-caught-in-the-middle-and-might-not-survive-and-the-ndia-knows-it/) - Calm, measured, and constructive: my mantra as I sat down to read the Final Pricing Report: 2025 of the Independent Pricing Committee (IPC) (released on 11 June). I wanted to understand why things seem so bleak for so many independent allied health providers right now. Here’s what I learned (including report page references so you
- [Divided we fall: provider vs. provider, and the unbundling of allied health provider NDIS therapy services ](https://www.banterspeech.com.au/divided-we-fall-provider-vs-provider-and-the-unbundling-of-allied-health-provider-ndis-therapy-services/) - The big picture: The 2024-2025 Annual Pricing Review, released by the NDIA on 11 June 2025, is full of bad news for allied health providers and the participants we serve. Most commentary so far has focused - quite rightly - on the most imminent price limit cuts for physiotherapists, dietitians, and podiatrists, as well the
- [Speech therapy for children with unclear speech: use better systems, get better outcomes ](https://www.banterspeech.com.au/speech-therapy-for-children-with-unclear-speech-use-better-systems-get-better-outcomes/) - The big picture: Therapy time to support young clients with unclear speech is limited - and may get scarcer with NDIS reforms. Don’t waste time messing about with things that don’t make a difference. A good speech therapy session: is pre-planned and structured; executes a proven approach, backed by peer-reviewed research; targets and measures functional
- [For school success, help high schoolers write better responses to short answer exam questions](https://www.banterspeech.com.au/for-school-success-help-high-schoolers-write-better-responses-to-short-answer-exam-questions/) - Big picture: Many highschoolers struggle with short answer questions in tests and exams, including many students with developmental and other language disorders, dyslexia, and dysgraphia. Key skills: To do well with short answer exam questions, students need: knowledge about the subject (e.g. history, science, English, etc.); and strategies to understand and answer short answer questions
- [For students with language disorders, could remote microphone systems help with speech and language comprehension, inclusion and participation, and academic success in class?](https://www.banterspeech.com.au/for-students-with-language-disorders-could-remote-microphone-systems-help-with-speech-and-language-comprehension-inclusion-and-participation-and-academic-success-in-class/) - The big picture: Mainstream classrooms are noisy. Many students with hearing challenges benefit from regular use of remote microphone (RM) systems. Research now suggests that RM systems might also help students with normal hearing who have language disorders, including students with Developmental Language Disorder. Why noise matters so much: Background noise and reverberation affect all
- [SLPs: 9 ways to improve conversational recast treatments for young children with language disorders](https://www.banterspeech.com.au/slps-9-ways-to-improve-conversational-recast-treatments-for-young-children-with-language-disorders/) - The big picture: For decades, SLPs have delivered evidence-based conversational recast treatments to young children with language disorders. Thanks to new peer-reviewed research, we can now do it more effectively, and in more flexible ways. Context: SLPs use recasting in conversations with children, usually in a play activity or when reading a book together. When
- [Speech pathologists can deliver language therapy indirectly by training and coaching allied health assistants and learning support educators and aides in mainstream settings](https://www.banterspeech.com.au/slps-can-deliver-language-therapy-indirectly-by-training-and-coaching-allied-health-assistants-and-learning-support-educators-and-aides-in-mainstream-settings/) - To support children with language delays and disorders in preschools and schools at scale, speech pathologists can train other professionals and paraprofessionals to deliver evidence-based language therapy.
- [Small allied health NDIS providers: should we all be registered?](https://www.banterspeech.com.au/small-allied-health-ndis-providers-should-we-all-be-registered/) - It depends on what you mean by “registration”. The debate: Large disability providers continue to lobby for universal mandatory provider registration, arguing it will enhance participant safety and the quality of supports, create an even playing field, and increase regulator oversight of the 90%+ of providers who are currently unregistered. Leading disability advocates and some
- [Allied health NDIS providers must face facts, and make painful - but necessary - changes to survive](https://www.banterspeech.com.au/allied-health-ndis-providers-must-face-facts-and-make-painful-but-necessary-changes-to-survive/) - Drova has released its NDIS Provider Outlook report for 2025. The report looks at the sector as a whole. But it contains several sobering facts and helpful ideas for allied health NDIS providers looking to clarify their strategic priorities: By the numbers: More than half of providers operated at a loss in 2023-24. Cash reserves
- [To help young adults with language disorders gain daily living skills, OTs and SLPs should work together using evidence-based tools](https://www.banterspeech.com.au/to-help-young-adults-with-language-disorders-gain-daily-living-skills-ots-and-slps-should-work-together-using-evidence-based-tools/) - Many young adults with language disorders struggle with activities of daily living, like self-care and money management. These difficulties have been linked to executive functions, receptive and expressive language, and motor skills.
- [To help young school-age children with DLD, we need to foster strengths and abilities to counter the challenges](https://www.banterspeech.com.au/to-help-young-school-age-children-with-dld-we-need-to-foster-strengths-and-abilities-to-counter-the-challenges/) - We spend a lot of time talking about the impairments of young school-age children with Developmental Language Disorder (DLD). But that’s not the whole story.
- [Speech pathologists working with adults who stutter: let’s open our ears and minds](https://www.banterspeech.com.au/speech-pathologists-working-with-adults-who-stutter-lets-open-our-ears-and-minds/) - Speech-language pathologists (SLPs) argue with each other about the “best” or “most evidence-based” approach to support adults who stutter.
- [The ultimate goal of speech therapy is not perfect articulation or grammar](https://www.banterspeech.com.au/the-ultimate-goal-of-speech-therapy-is-not-perfect-articulation-or-grammar/) - It’s about improving the participation of people in daily situations that require communication. But what, exactly, do we mean by “communication participation”?
- [What is functional communication? How can we assess, measure, and improve it?](https://www.banterspeech.com.au/what-is-functional-communication-how-can-we-assess-measure-and-improve-it/) - Functional communication is how someone actually uses language to communicate with others in the real world. It is often very different from how someone performs on a standardised language test.
- [Allied health professionals: We must be ready to prove how much therapy is the right amount for NDIS participants and Foundational Supports](https://www.banterspeech.com.au/allied-health-professionals-we-must-be-ready-to-prove-how-much-therapy-is-the-right-amount-for-ndis-participants-and-foundational-supports/) - To quote the NDIS Minister: “How many speech pathology sessions are best for…a child with a speech delay?”
- [Teachers and SLPs must work together better to help students with developmental and other language disorders in classrooms](https://www.banterspeech.com.au/teachers-and-slps-must-work-together-better-to-help-students-with-developmental-and-other-language-disorders-in-classrooms/) - We all know this is true. But there’s a dearth of evidence to tell us how, exactly, to do it properly; andwe run into all sorts of logistical and other practical obstacles when we try.
- [SLPs who support people who stutter must keep learning from experts (people who stutter)](https://www.banterspeech.com.au/slps-who-support-people-who-stutter-must-keep-learning-from-experts-people-who-stutter/) - The big picture: Developmental stuttering is common. To support people who stutter, speech pathologists (SLPs) need technical knowledge, skills, and clinical experience working with people who stutter. But, in 2025, that’s no longer enough! Basic knowledge: SLPs who work with people who stutter must know about: principles of assessment and intervention, including person-centred care; myths,
- [Practice Tip: How to assess and support students with reading and speech sound difficulties](https://www.banterspeech.com.au/practice-tip-how-to-assess-and-support-students-with-reading-and-speech-sound-difficulties/) - A school-aged child with a history of a speech sound disorder is at a significantly increased risk of reading difficulties. About 25-30% of children with reading difficulties have a history of speech sound disorder
- [Language therapy works. But can we make it better?](https://www.banterspeech.com.au/language-therapy-works-but-can-we-make-it-better/) - Every year, we try to improve our practice. This year, we looked at the effectiveness of our language therapy for children with developmental language disorders. We looked at the research, talked to some clients, and reviewed our clinical data to see if we could identify some key ingredients of effective language therapy.
- [5 evidence-based tips to help young children with language difficulties learn tricky grammar patterns](https://www.banterspeech.com.au/5-evidence-based-tips-to-help-young-children-with-language-difficulties-learn-tricky-grammar-patterns/) - The big picture: Lots of children, 4-8 years of age, with language and learning disorders, delays or difficulties have problems with -ed (e.g. “He kicked”), -s (e.g. “She kicks”), -ing (e.g. “They are kicking”), and do/does questions (e.g. “Does she kick?”; “Do they kick?”). Why it matters: Grammar difficulties like these can hamper a child’s
- [Allied Health NDIS Providers: Keep your eye on the ball in 2025!](https://www.banterspeech.com.au/allied-health-ndis-providers-keep-your-eye-on-the-ball-in-2025/) - Happy new year, allied health NDIS providers! After the wild lead up to the end of 2024, we hope you managed to get a break and to reset for what promises to be another eventful year. Media watch: Did you (like me) spend part of your break reading the steady stream of NDIS media reports,
- [Are you looking for practical help for a high schooler with Developmental Language Disorder? Check out our toolbox!](https://www.banterspeech.com.au/are-you-looking-for-practical-help-for-a-high-schooler-with-developmental-language-disorder-check-out-our-toolbox/) - High schoolers with developmental language disorder (DLD) have significant difficulties learning, understanding and using language. But DLD awareness is low in high schools, and existing supports are inadequate.
- [Increase kids’ happiness, language skills, and independence, by supporting them to get out and about and to help others!](https://www.banterspeech.com.au/increase-kids-happiness-language-skills-and-independence-by-supporting-them-to-get-out-and-about-and-to-help-others/) - Even when we’re busy, tired, cash-strapped, and clinging on desperately for end-of-year breaks, we can help our kids socially by encouraging them to: do small acts of kindness for others a few times a week, like simple chores; and get out of the house to hang out (visit, play games, tell stories, bike-ride, walk) with
- [Children with disability and/or delay should be involved in setting their own goals](https://www.banterspeech.com.au/children-with-disability-and-or-delay-should-be-involved-in-setting-their-own-goals/) - Including children in goal-setting is consistent with family-centred and client-centred care (best practice); increases children’s motivation and engagement in therapy; ensures therapy focuses on life activities that are meaningful for families and children; and improves outcomes.
- [To improve the oral language comprehension of school age children with DLD, we must target the right goals. (Here’s what I do, and how I do it.)](https://www.banterspeech.com.au/to-improve-the-oral-language-comprehension-of-school-age-children-with-dld-we-must-target-the-right-goals-heres-what-i-do-and-how-i-do-it/) - The big picture: Difficulties with oral language comprehension are hard to treat. But they are not untreatable. With evidence-based goals and therapy approaches, students with developmental language disorder (DLD) can improve their language comprehension skills. Why it matters: Good language skills make life a lot easier. Language comprehension issues tend to: persist into adulthood; affect
- [Get out there! Being social and kind to others makes kids happier and better-liked](https://www.banterspeech.com.au/get-out-there-being-social-and-kind-to-others-makes-kids-happier-better-liked-and-less-likely-to-be-bullied/) - We all want our kids to be happy, well-behaved and well-liked by peers. But, sometimes - despite our best hopes - they struggle. And few things in life are as stressful as seeing your child suffer as they withdraw from their friends and avoid activities they used to enjoy.
- [You can’t fix a student’s writing problems with school adjustments. But it’s never too late to teach them to write. Here’s how](https://www.banterspeech.com.au/you-cant-fix-a-students-writing-problems-with-school-adjustments-but-its-never-too-late-to-teach-them-to-write-heres-how/) - Students of any age - including adults - can improve their writing skills with evidence-based information about what works; and practical, step-by-step instruction and resources.
- [Free resource: 42 sayings every child should know by the end of primary school](https://www.banterspeech.com.au/free-resource-42-sayings-every-child-show-know-by-the-end-of-primary-school/) - A proverb or "saying" is a short sentence that people often say because it gives you advice or tells you something about life. People are exposed to proverbs frequently, e.g. through TV, podcasts/radio, social media, books, magazines, news, and even computer games.
- [Light Up Language With Idioms](https://www.banterspeech.com.au/light-up-language-with-idioms/) - In this video blog, we discuss idioms: why they are important for primary and high school students (including children with developmental language disorders), which idioms to learn, and how to teach them.
- [Light Up Language with Homophones, Homonyms, and Homographs](https://www.banterspeech.com.au/light-up-language-with-homophones-homonyms-and-homographs/) - Written and spoken language can be ambiguous, including homophones, homonyms, homographs, some complex sentences, and "garden path" sentences. In this video,
- [Dyslexia is not a gift, or a curse, or a myth ](https://www.banterspeech.com.au/dyslexia-is-not-a-gift-or-a-curse-or-a-myth/) - Dyslexia (also known as specific learning disorder in reading) describes significant challenges with word recognition and spelling, with a slow response to evidence-based literacy instruction;
- [SLPs must diagnose Developmental Language Disorder (DLD) when the criteria are met - regardless of their personal discomfort](https://www.banterspeech.com.au/slps-must-diagnose-developmental-language-disorder-dld-when-the-criteria-are-met-regardless-of-their-personal-discomfort/) - Some speech-language pathologists are reluctant to diagnose DLD even when a child meets the criteria because ‘disorder’ is a medical term with negative connotations or because supports may not be available.
- [We need to know why preschool stuttering treatments work](https://www.banterspeech.com.au/we-need-to-know-why-preschool-stuttering-treatments-work/) - The Lidcombe Program, Westmead Program, RESTART Demands and Capacities Model Method, Mini-KIDS, and Palin Parent-Child Interaction Therapy are all evidence-based treatments for preschoolers who stutter. So why do they work?
- [My child stutters. Is it because he's shy? sensitive? hyper?](https://www.banterspeech.com.au/my-child-stutters-is-it-because-hes-shy-sensitive-hyper/) - And why does my child's stuttering get worse when she's stressed out? Parents ask me sensible questions like these all the time, so I thought I'd post my thoughts here.
- [Stuttering: what do we mean by 'recovery'?](https://www.banterspeech.com.au/stuttering-what-do-we-mean-by-recovery/) - We've been asking ourselves an important question recently: What, exactly, does 'recovery' from stuttering mean? We work with toddlers, preschoolers, primary school-aged children, teenagers, and adults who stutter.
- [Speak up for DLD: download our Free DLD Guide for Families now](https://www.banterspeech.com.au/speak-up-for-dld-download-our-free-dld-guide-for-families-now/) - The big picture: For DLD Awareness Day 2024, we’ve updated our free Developmental Language Disorder (DLD) guide for families, with over 100 of our most popular articles! Zoom in: Evidence-based, easy-to-read information about: DLD risk factors, signs/symptoms, assessment and diagnosis; DLD and late talkers, preschoolers, school-age children, adolescents and adults; DLD supports and services for
- ["Huh?!" The many benefits of using Blank's Language Levels framework to help your kids to understand language for school](https://www.banterspeech.com.au/huh-the-many-benefits-of-using-blanks-language-levels-framework-to-help-your-kids-to-understand-language-for-school/) - Some researchers think that up to 15% of young school kids don't have the language comprehension skills to cope fully with the demands of school (Hart & Fielding-Barnsley, 2009). Many of these kids struggle - some for their whole lives.
- [20 free audiobooks for preschoolers - plus a hot tip about making your own](https://www.banterspeech.com.au/20-free-audiobooks-for-preschoolers-plus-a-hot-tip-about-making-your-own/) - For parents who are struggling to find the time or energy to read with their preschoolers regularly, we recommend audiobooks. While they lack the interaction you get from shared "live" book-reading, audiobooks can be the next best thing, e.g. when a parent is driving or away at work.
- [To help teenagers with language challenges, we need to go beyond words and sentences](https://www.banterspeech.com.au/to-help-teenagers-with-language-challenges-we-need-to-go-beyond-words-and-sentences/) - Many norm-referenced, standardised language tests for teens focus on word- and sentence-level tasks. But, for social and academic success, teenagers need to communicate with family members, teachers, friends, and others at the discourse level. Discourse skills refer to a teen’s use of language to communicate for a particular purpose (e.g. to inform, entertain, or persuade) in
- [Do language difficulties cause behavioural problems at school?](https://www.banterspeech.com.au/do-language-difficulties-cause-behavioural-problems-at-school-a-2022-research-update/) - It’s been years since we last wrote about this important topic for families of children with Developmental Language Disorder (DLD) and other language difficulties. Since then, more high quality, peer-reviewed research has been published on the relationship(s) between language difficulties and behaviour.
- [4 practical ways to improve the 'dose form' of language therapy for children with Developmental Language Disorder](https://www.banterspeech.com.au/4-practical-ways-to-improve-the-dose-form-of-language-therapy-for-children-with-developmental-language-disorder/) - What is Dose Form? The active ingredients of language therapy that we do with children with Developmental Language Disorder (DLD).
- [Helping children learn 'book language', with free resources](https://www.banterspeech.com.au/helping-children-learn-book-language-with-free-resources/) - So the latest issue of Nomanis has been published by MultiLit. And I’m thrilled it includes an article by me! It’s about preschoolers and school-age children - and how we can help them learn ‘book language’.
- [Speech-language pathologists should pay close attention to research about large language models (LLMs)](https://www.banterspeech.com.au/speech-language-pathologist-should-pay-close-attention-to-research-about-large-language-models-llms/) - Here’s why I think speech-language pathologists should pay close attention to research about large language models (LLMs), like ChatGPT:
- [Why handwriting training is worth the time & effort](https://www.banterspeech.com.au/why-handwriting-training-is-worth-the-time-effort/) - Digital writing continues to replace handwriting. For many children and adults, using a keyboard is less demanding and frustrating - and much quicker - than handwriting. But handwriting training appears to have many advantages for learning. Handwriting practice: results in better letter recognition and understanding, free letter and word writing, spelling accuracy, and word reading in
- [Why and how I teach Simple Sentence Writing to Older Students with Language & Learning Disorders and Reluctant Writers](https://www.banterspeech.com.au/why-and-how-i-teach-simple-sentence-writing-to-older-students-with-language-learning-disorders-and-reluctant-writers/) - A simple sentence is a sentence consisting of one main clause that contains a verb and (almost always) a subject, e.g.: “Eat!” Verb (V); “Ben eats.” Subject Verb (SV); “Ben eats an apple.” Subject Verb Object (SVO); “Ben eats greedily.” Subject Verb Adverb (SVA); “Ben is hungry.” Subject Verb Complement (SVC); “Ben eats an apple
- [Why and how we should teach students to write compound sentences with the ‘FANBOYS’ coordinating conjunctions](https://www.banterspeech.com.au/why-and-how-we-should-teach-students-to-write-compound-sentences-with-the-fanboys-coordinating-conjunctions/) - To write well, students need to use three types of sentences: simple, compound, and complex. A simple sentence is made up of one clause, also known as an “independent clause” because it can stand on its own.
- [To spot Kindy kids at risk of dyslexia, we should screen word reading and spelling ](https://www.banterspeech.com.au/to-spot-kindy-kids-at-risk-of-dyslexia-we-should-screen-word-reading-and-spelling/) - We can better identify students at risk for reading difficulties as early as Kindergarten by screening both word reading and spelling skills. Why it matters For kids at risk of dyslexia, the earlier we can start evidence-based reading interventions, the better. Children with dyslexia have difficulties with word-reading and spelling, so it makes sense to
- [Language therapy for children with DLD vs children with DLD+ADHD - same or different?](https://www.banterspeech.com.au/language-therapy-for-children-with-dld-vs-children-with-dldadhd-same-or-different/) - New research suggests speech-language pathologists (SLPs) should treat children with developmental language disorder (DLD) and children with both DLD and Attention-Deficit/Hyperactivity Disorder (ADHD) in similar ways: with evidence-based language therapy that includes social participation goals.
- [We should teach young students self-regulation strategies to improve their writing](https://www.banterspeech.com.au/we-should-teach-young-students-self-regulation-strategies-to-improve-their-writing/) - A new, high-quality study adds to the existing evidence-base showing we can improve students’ writing skills by teaching them self-regulation strategies.
- [We should teach all highschoolers to study properly for free - including students with language and learning disorders](https://www.banterspeech.com.au/we-should-teach-all-highschoolers-to-study-properly-for-free-including-students-with-language-and-learning-disorders/) - Free, high quality information and resources are available to help us teach everyone how to study well - not just those who can afford special coaching.
- [To help children with DLD learn new words, we should include spaced retrieval practice](https://www.banterspeech.com.au/to-help-children-with-dld-learn-new-words-we-should-include-spaced-retrieval-practice/) - To learn a new word, children with developmental language disorder (DLD) need more practice than their peers. Spaced retrieval practice helps children with DLD learn and remember new words.
- [Test Scores: What do they mean?](https://www.banterspeech.com.au/test-scores-what-do-they-mean/) - 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.
- [FANBOYS: Coordinating Conjunctions for Compound Sentence Making](https://www.banterspeech.com.au/fanboys-coordinating-conjunctions-for-compound-sentence-making/) - To express our thoughts and feelings properly, we need to link our ideas together. From around the age of 42 months, typically developing children start to join short sentences and phrases together with coordinating conjunctions, often starting with "and" and "or".
- [Evidence-based help is available for infants and toddlers with suspected Childhood Apraxia of Speech](https://www.banterspeech.com.au/evidence-based-help-is-available-for-infants-and-toddlers-with-suspected-childhood-apraxia-of-speech/) - Some infants and toddlers (ages 0-3) demonstrate red-flags for childhood apraxia of speech (CAS), for example:
- [To better help young school-age children with DLD, we should focus on complex language structures ](https://www.banterspeech.com.au/to-better-help-young-school-age-children-with-dld-we-should-focus-on-complex-language-structures/) - Traditional language therapy targets language structures, like sentences, in a developmental sequence, starting with simple structures the child isn’t using. But targeting complex structures may be more efficient and functional for school-age children with developmental language disorder (DLD).
- [Allied health NDIS providers: back yourself to try new things, and help more people: a case study](https://www.banterspeech.com.au/allied-health-ndis-providers-back-yourself-to-try-new-things-and-help-more-people-a-case-study/) - Experts tell us that constraints are good for innovation. If this is true, all the constraints imposed on allied health providers during 2024 should trigger an earthquake of innovation in our sector. Although painful, this could be a good thing for providers, participants, other clients, and families. But… Innovation is such a terrible buzzword! Even
- [5 practical ways for SLPs to deal with uncertainty in private practice](https://www.banterspeech.com.au/5-practical-ways-for-slps-to-deal-with-uncertainty-in-private-practice/) - Things can feel out of control. The pandemic. Rising inflation and interest rates. Staff shortages. Long waiting lists. Reporting deadlines. Work-life-family pressures. Life in private practice is messy! We’re wired to fear the unknown; and many SLPs love order and control. But uncertainty and possibility are two sides of the same coin. Most things that
- [Childhood Apraxia of Speech: FAQs and treatment update](https://www.banterspeech.com.au/childhood-apraxia-of-speech-faqs-and-treatment-update/) - Exciting new research has been published about the treatment of Childhood Apraxia of Speech. I want to tell you about it. But, first, I want to answer some frequently asked questions about the disorder.
- [Developmental Language Disorder Awareness Day: our free DLD guide for families](https://www.banterspeech.com.au/developmental-language-disorder-awareness-day-our-free-dld-guide-for-families/) - Today is Developmental Language Disorder ('DLD') Awareness Day. DLD is common. But it is not well understood. It’s hard to find evidence-based information that is easy to read. So, we put together 64 of our articles and created a free guide for children, adolescents, adults and families affected by DLD.
- [Help preschoolers with unclear speech get ready to learn to read](https://www.banterspeech.com.au/help-preschoolers-with-unclear-speech-get-ready-to-learn-to-read/) - For preschoolers with speech sound disorders, we should do both speech sound therapy and phonological awareness training before school starts.
- [Banter's Story-Writing Competition](https://www.banterspeech.com.au/banters-story-writing-competition/) - We love stories at Banter Speech & Language, so send us yours! Write an original story for young children that is up to 500 words long. Our favourite entry will receive prizes (including a ‘book cover’ illustration based on their story and a $50 book voucher). WHO CAN ENTER: Children aged 6-12 years old. WHEN
- [Friends are the key: Parents play an important role in helping children with Developmental Language Disorder to fit in](https://www.banterspeech.com.au/friends-are-the-key-parents-play-an-important-role-in-helping-children-with-developmental-language-disorder-to-fit-in/) - I don’t say much in public about my experience as a parent of a teenager with Developmental Language Disorder (DLD), but this research really hit home. Parents need our support as they do the hard work of helping their children to make friends and to be included in everyday activities. Thanks, as always, to the
- [Don’t skimp on complex sentence work when teaching students to listen, speak, read, and write](https://www.banterspeech.com.au/dont-skimp-on-complex-sentence-work-when-teaching-students-to-listen-speak-read-and-write/) - Balthazar & Scott (2018) radically transformed my approach to oral language therapy. Balthazar and Scott (2024) have done it again - this time with my writing instruction. Here’s why I don’t skimp on complex sentence work when teaching students to listen, speak, read, and write:
- [Speech pathologists in private practice: How to sleep better](https://www.banterspeech.com.au/speech-pathologists-in-private-practice-how-to-sleep-better/) - Between 12-15% of Australians meet the criteria for insomnia. Insomnia is linked to an increased risk of mental health issues and chronic conditions like diabetes and heart disease.
- [NDIS Providers: 5 basic things to know about the NDIS (Getting the NDIS Back on Track No. 1) Bill 2024](https://www.banterspeech.com.au/ndis-providers-5-basic-things-to-know-about-the-ndis-getting-the-ndis-back-on-track-no-1-bill-2024/) - With today's news, we don't yet know the final form of the NDIS (Getting the NDIS Back on Track No.1) Bill 2024 or when it will be passed into law.
- [Work on fine motor skills and language skills at the same time!](https://www.banterspeech.com.au/work-on-fine-motor-skills-and-language-skills-at-the-same-time/) - Fine motor skills (FMS) are small muscle movements requiring close hand-eye coordination. Young students spend about 46% of their school day doing FMS activities, e.g., holding a pencil for drawing and writing, and manipulating small objects, like coins and other tokens, puzzle pieces, and beads. There is some evidence that the average FMS proficiency of
- [Is your child or teenager a Reluctant Writer?](https://www.banterspeech.com.au/is-your-child-or-teenager-a-reluctant-writer/) - Don’t panic! Grab my free eBook - Help Your Reluctant Writer! - today. It’s full of practical, evidence-informed strategies you can use to help your Reluctant Writer overcome their reluctance,
- [Can I? Would you? If it wouldn't be too much trouble...Why our kids need to learn to ask for things indirectly](https://www.banterspeech.com.au/can-i-would-you-if-it-wouldnt-be-to-much-trouble-why-our-kids-need-to-learn-to-ask-for-things-indirectly/) - If a toddler screams "Give!" or "Give me!", most adults won't blink an eye. But if a four-year-old does it, we wince and wait for the parents to chide the child. "Please. Mark. Say 'Can you please give me the car?'"
- [Writing assessments: 10 evidence-informed practices to do a good job for your students (with resource links and practical suggestions)](https://www.banterspeech.com.au/writing-assessments-10-evidence-informed-practices-to-do-a-good-job-for-your-students-with-resource-links-and-practical-suggestions/) - How do we judge whether a student is a “good writer” for their age and years at school? How can we describe a particular piece of written schoolwork as of “good”, “average”, or “poor” quality? How can we identify students who need additional help with their writing? How can we measure and report students’ progress
- [Teaching students about text types won’t - on its own - make them good writers](https://www.banterspeech.com.au/teaching-students-about-text-types-wont-on-its-own-make-them-good-writers/) - For a long time, in Australia and elsewhere, the writing curriculum has been shaped by the ideas of linguist Michael Halliday, who developed “systemic functional linguistics” (SFL) in the 1960s. In education, one of SFL’s offshoots is “genre theory” (GT), which emerged in the 1980s with the work of J.R. Martin and the “Sydney School”.
- [Young students benefit from both discrete skill training and explicit instruction in storytelling to improve their language and reading comprehension](https://www.banterspeech.com.au/young-students-benefit-from-both-discrete-skill-training-and-explicit-instruction-in-storytelling-to-improve-their-language-and-reading-comprehension/) - With stories, students must process vocabulary and grammar at sentence-level, and then integrate information within and across sentences with their own world-knowledge to create a situation model of the events, why they happened, and how characters felt about them.
- [How to create a daily writing habit with a dedicated nook](https://www.banterspeech.com.au/how-to-create-a-daily-writing-habit-with-a-dedicated-nook/) - To build a solid daily writing habit create a dedicated basic writing nook: a quiet corner in a room or hallway away from the TV, radio, electronic devices and other people.
- [Why I teach reluctant writers about high-frequency prefixes, suffixes and bases](https://www.banterspeech.com.au/why-i-teach-reluctant-writers-about-high-frequency-prefixes-suffixes-and-bases/) - With thanks to Wood, Garcia-Salas, Schatschneider, and Torres-Chavarro, here’s why I teach reluctant writers about high-frequency prefixes, suffixes and bases:
- [My loved one has reading problems. Where can I find evidence-based answers to get help? New free eBook](https://www.banterspeech.com.au/my-loved-one-has-reading-problems-where-can-i-find-evidence-based-answers-to-get-help-new-free-ebook/) - We wrote this book for parents, carers and other loved ones who have a family member or loved one with reading difficulties. This book is fad-free. People with reading difficulties don't have time to waste on stuff that doesn't work. This book is designed to help you find the quality information you need to get good help, quickly.
- [Learning to handwrite fluently gives your child a big advantage](https://www.banterspeech.com.au/learning-to-handwrite-fluently-gives-your-child-a-big-advantage/) - Some people think that handwriting is out-moded, like a horse-drawn carriage, rotary-dial phone, or fax machine.
- [Adult stuttering: 19 things to know + new resources](https://www.banterspeech.com.au/adult-stuttering-19-things-to-know-new-resources/) - All sorts of treatments and remedies are marketed to adults who stutter. Some of them are sensible and evidence-based; while others are total nonsense. The hard thing is sorting wheat from chaff. Luckily, a systematic review of peer-reviewed evidence has just been published.
- [The Oakville Program for young school-age students who stutter](https://www.banterspeech.com.au/school-age-stuttering-research-update-mixing-and-matching-treatments-to-get-results/) - We need better treatments for school-aged children who stutter. Fortunately, research groups, like the Australian Stuttering Research Centre (ASRC) and The Stuttering Center of Western Pennsylvania are working hard to develop and test new treatments.
- [My school-age child can't write properly! How to help, including a practical (free) exercise you can use today](https://www.banterspeech.com.au/my-school-age-child-cant-write-properly-how-to-help-including-a-practical-free-exercise-you-can-use-today/) - To succeed at school and, later, in life, children need to explain things in writing. But lots of students have problems writing clearly. This is a problem at school - writing skills are essential for good exam results across the curriculum (even in STEM subjects).
- [Persuasive writing is about much more than PEEL, TEEL, NAPLAN, the HSC - or any other acronym!](https://www.banterspeech.com.au/persuasive-writing-is-about-much-more-than-peel-teel-naplan-the-hsc-or-any-other-acronym/) - If you can convince other people that your opinion is correct, you have a big advantage in life. Learning to write strong, persuasive arguments can help you to participate and succeed, including as a student, employee, business owner, consumer, vendor, and citizen. It’s a useful skill in many face-to-face and in online settings, including in
- [Help primary school students learn to write with sentence-combining practice](https://www.banterspeech.com.au/help-primary-school-students-learn-to-write-with-sentence-combining-practice/) - Sentence-combining requires students to combine multiple sentences into a single - usually more complex - sentence. There’s good evidence that doing it improves students’ writing skills at sentence and text levels. Why it matters One of the main reasons students go to primary school is to learn to write. If you can’t put your ideas
- [How to help a disorganised student: some practical ideas and resources](https://www.banterspeech.com.au/how-to-help-a-disorganised-student-some-practical-ideas-and-resources/) - Many intelligent students struggle to reach their academic potential because they are disorganised. Disorganisation, and the resulting overwhelm and stress, affect lots of students with developmental and other language disorders, ADHD, or other neurodevelopmental disorders; reading difficulties, including dyslexia; writing difficulties, including dysgraphia; and other learning disorders.
- [Dysgraphia: significant difficulties with handwriting, spelling, and/or written expression. FAQs on signs, assessment, diagnosis, and support (including resources to help)](https://www.banterspeech.com.au/dysgraphia-significant-difficulties-with-handwriting-spelling-and-or-written-expression-faqs-on-signs-assessment-diagnosis-and-support-including-resources-to-help/) - Almost everyone has heard of the reading disorder, dyslexia. But not many people know about its writing counterpart, dysgraphia.
- [How I teach the extended code](https://www.banterspeech.com.au/how-i-teach-the-extended-code/) - Once beginners have learned the basics of word reading (including the basic code, blending and segmenting, split vowel digraphs), they're ready to step up to the extended code.
- [Speaking for themselves: why I choose ambitious syntax goals to help students put their words together (with research updates and resource links)](https://www.banterspeech.com.au/speaking-for-themselves-why-i-choose-ambitious-goals-to-help-young-children-put-words-together/) - Many, if not most, children with Developmental Language Disorder (DLD) and other language disorders have problems arranging words and phrases to express themselves clearly. This can be very frustrating for children themselves, as well as their families, teachers and peers. To help students to express their ideas - and to reduce the gap between the
- [Banter Booster: DSF Conference Free Resource Edition](https://www.banterspeech.com.au/banter-booster-dsf-conference-free-resource-edition/) - I've just arrived home from the Dyslexia-SPELD Foundation (DSF) Literacy, Language and Learning Conference in Perth. It was amazing. So many generous speakers sharing so many terrific free resources.
- [When "steel meets steel": grammar doesn't need to be dull](https://www.banterspeech.com.au/when-steel-meets-steel-grammar-doesnt-need-to-be-dull/) - My younger son tells me that talking about language - especially grammar - is boring. But it doesn't need to be. Especially if you are sneaky! To illustrate, I decided to review Brown's 14 grammatical morphemes while attending Ironfest, the annual festival of steel and stuff you can make with it, including swords, armour, steam
- [School Readiness Oral Language and Pre-literacy Essentials: 13 Resources Pack!](https://www.banterspeech.com.au/school-readiness-oral-language-and-pre-literacy-essentials-13-resources-pack/) - Is your child starting school next year? If so, we’ve written a school readiness essentials resource pack designed to help you and your child to make the most of your next few months together to get ready for big school. Why does school readiness matter? School readiness predicts academic outcomes (e.g. Snow, 2006); and is
- [What I think about when I meet a child who can't read](https://www.banterspeech.com.au/what-i-think-about-when-i-meet-a-child-who-cant-read/) - Too many students have significant reading comprehension problems. When working with a struggling reader, you need an evidence-based plan. But, before you can plan, you need to know what you're looking for, and why. In this short video-blog, we outline the key mental models we apply when assessing students with reading difficulties. We hope you find
- [Communication is everyone's right: Speech Pathology Week 2021](https://www.banterspeech.com.au/communication-is-everyones-right-speech-pathology-week-2021/) - Communication is everyone's right. But what does that mean? For those of us in lockdown, and for everyone else dealing with the challenges of 2021, communication has never been more important for staying connected, informed, included, healthy, and safe. Happy Speech Pathology Week 2021 everyone!
- [Light Up Language with Similes and Metaphors](https://www.banterspeech.com.au/light-up-language-with-similes-and-metaphors/) - #post_excerptIn this video blog, David explains what metaphors and similes are, summarises the key language and cognitive skills that are needed to understand them
- [Light Up Language with Analogies](https://www.banterspeech.com.au/light-up-language-with-analogies/) - #post_excerptAnalogical reasoning is important for school and life success. In this video blog, David talks about analogies, the complicated relationship between language development and analogical reasoning
- [Oral language and listening therapy for young children with hearing loss: 8 things everyone should know](https://www.banterspeech.com.au/oral-language-and-listening-therapy-for-young-children-with-hearing-loss-8-things-everyone-should-know/) - Dramatic improvements in universal newborn hearing screening have led to significant reductions in the age at which most children with hearing loss are identified. Many - but not all - parents choose for their children to use hearing technologies, acquire spoken language, and enrol in local schools. Family-centred management of hearing loss may include early fitting
- [LSVT LOUD Speech Treatment for people with Parkinson's Disease](https://www.banterspeech.com.au/lsvt-loud-speech-treatment-for-people-with-parkinsons-disease/) - Up to 89% of people with Parkinson's disease (Parkinson's) develop speech problems. Speech signs may appear early and have a big effect on quality of life. Common speech issues for people with Parkinson's include problems with: voice: reduced loudness, and monotone, hoarse and breathy voice quality; articulation: imprecise consonants and vowels; and speech rate: increased,
- [My child's speech is hard to understand. Which therapy approach is appropriate?](https://www.banterspeech.com.au/my-childs-speech-is-hard-to-understand-which-therapy-approach-is-appropriate/) - Speech sound disorders are some of the most common communication disorders for preschoolers. Having a speech sound disorder increases risks for later difficulties with school performance, reading, social skills, and employment opportunities. Early help from a speech pathologist is recommended. No universal treatment solution exists for speech sound disorders, in part because of the: diversity
- [Banter Quick Tip: Bossy e, magic e, first job of the silent e, or split vowel digraphs? Which one, and why?](https://www.banterspeech.com.au/banter-quick-tip-bossy-e-magic-e-first-job-of-the-silent-e-or-split-vowel-digraphs-which-one-and-why/) - Once beginners have mastered the so-called short vowel sounds, it’s time to make things just a bit more complicated. I often starts by contrasting pairs of words like these:
- [Which words should I teach to a high school student with a small vocabulary?](https://www.banterspeech.com.au/which-words-should-i-teach-to-a-high-school-student-with-a-small-vocabulary/) - With thanks to Averil Coxhead, Charles Browne, Nonie Lesaux, Sarah Spencer, Isabel Beck, and Laura Justice, here’s what I say to parents and teachers when they ask me: Adults are expected to know around 40,000 words. But some high schoolers have very small vocabularies, including many students with language and learning disorders and/or limited exposure
- [Banter Quick Tips: Teach spelling patterns by using them in sentences - not memorising rules by heart!](https://www.banterspeech.com.au/banter-quick-tips-teach-spelling-patterns-by-using-them-in-sentences-not-memorising-rules-by-heart/) - Spelling is complex. But it’s not random. There are patterns, conventions, even what some people call rules. Lots of us learn them without being taught. But many don’t and benefit from direct teaching.
- [Before Big School, does your preschooler need help with pre-reading skills? Introducing PreLit sessions](https://www.banterspeech.com.au/before-big-school-does-your-preschooler-need-help-with-pre-reading-skills-introducing-clinic-based-prelit-sessions/) - We're thrilled to offer an evidence-based early literacy preparation program for preschoolers based in the communities we serve. It's called PreLit, by MultiLit.
- [Is your preschooler going to big school next year? Banter PreLit group classes now open for enrolment](https://www.banterspeech.com.au/parents-of-preschoolers-banters-prelit-preliteracy-classes-are-now-open-for-enrolment/) - Help your preschooler prepare for school success with our 30-minute, weekly PreLit sessions.
- [Banter Quick Tips: The Vowel-Spotting Trick for reading Long Words](https://www.banterspeech.com.au/banter-quick-tips-the-vowel-spotting-trick-for-reading-long-words/) - Most words in English have more than one syllable, and I see lots of teachers and others talking about syllable types. Have you ever wondered what a syllable is? It’s a unit of speech with one vowel sound, with or without surrounding consonants. This is something I point out to beginners when we work on
- [Why should I learn to write when I can just use ChatGPT and Grammarly?](https://www.banterspeech.com.au/why-should-i-learn-to-write-when-i-can-just-use-chatgpt-and-grammarly/) - With thanks to Viktor Frankl, Anne Lamott, Julia Cameron, Steve Graham, Joan Didion, Paul Graham, Shane Parrish, Jeff Bezos, and Jorge Arango, here’s what I tell students when they ask: Related article: ChatGPT is overrated because language and thinking are not the same thing This article also appears in a recent issue of Banter Booster, our
- [Banter Quick Tips - Short vowel confusion: 5 tips to help beginners sort them out!](https://www.banterspeech.com.au/banter-quick-tips-short-vowel-confusion-5-tips-to-help-beginners-sort-them-out/) - a, e, i, o, u - the short vowels. Lots of beginners get them confused - especially children with a history of speech sound disorder, language disorders, and children at risk of dyslexia.
- [Banter Quick Tips: Read aloud and look at the page!](https://www.banterspeech.com.au/banter-quick-tips-read-aloud-and-look-at-the-page/) - So beginning readers should always read aloud. That way, they connect print to speech and get feedback from adults.
- [Banter Quick Tips: Early reading and writing skills: mind the gap with magnetic letters and dictation practice! ](https://www.banterspeech.com.au/early-reading-and-writing-skills-mind-the-gap-with-magnetic-letters-and-dictation-practice/) - Beginners need to learn to read words properly. But they also need to learn how to spell and write, and many phonics programs don’t spend enough time on writing.
- [Banter Quick Tips: The mirror trick for sounding out words](https://www.banterspeech.com.au/the-mirror-trick-for-sounding-out-words/) - Some beginners have difficulties breaking or segmenting written and spoken words into separate speech sounds. This can affect their reading and writing. We can help by grabbing a mirror and getting them to look at their mouth positions as they say words very slowly.
- [ChatGPT is overrated because language and thinking are not the same thing](https://www.banterspeech.com.au/chatgpt-is-overrated-because-language-and-thinking-are-not-the-same-thing/) - 1. Language is so hot right now As a speech pathologist, it’s great to see language in the headlines. Almost daily, I read reports of scientists, teachers, doctors, lawyers, accountants, other professionals, entrepreneurs, and students busily experimenting with language in the context of exciting artificial intelligence tools, like Open AI’s ChatGPT, and other so-called Large
- [14 literacy leaders who changed my practice](https://www.banterspeech.com.au/14-literacy-leaders-who-changed-my-practice/) - I’ve spent thousands of hours consuming evidence-based content about learning to read over the last decade; and these are 14 of my favourite literacy leaders who have shaped my approach to teaching beginners to read properly:
- [Motivation to read is not enough ](https://www.banterspeech.com.au/motivation-to-read-is-not-enough/) - Most beginning readers start out highly motivated to learn to read. But learning to read is unnatural, and hard work.
- [Banter Quick Tips: 7 inflectional morphemes to help beginners to read sentences!](https://www.banterspeech.com.au/banter-quick-tips-7-inflectional-morphemes-to-help-beginners-to-read-sentences/) - So English is a morpho-phonemic language, which means we need to teach more than letter-sound links and high frequency irregular sight words. To read sentences, beginners need to read inflectional morphemes. Morphemes are the smallest meaningful units in words. Inflectional morphemes change what words do grammatically but do not create new words. Here are 7 inflectional
- [No guessing! How to build early reading accuracy, then speed with a FREE resource](https://www.banterspeech.com.au/no-guessing-how-to-build-early-reading-accuracy-then-speed-with-a-free-resource/) - For beginning readers, early decoding is just as hard. If students can find a way to avoid it, they will! Beginning readers and poor readers try to guess words from pictures in books or first letters or vague 'word shapes’.
- [Is your Kindy kid really reading? Find out with our 7 free mini-stories](https://www.banterspeech.com.au/is-your-kindy-kid-really-reading-find-out-with-our-7-free-mini-stories/) - Regardless of which letter-sound sequence you use to introduce letter-sound links and teach children early blending skills, kids in Kindergarten should have mastered the basic alphabetic code by the end of the school year.
- [Banter Quick Tips: Teach beginners these consonant digraphs (not clusters or blends)!](https://www.banterspeech.com.au/banter-quick-tips-teach-beginners-these-consonant-digraphs-not-clusters-or-blends/) - We have a big problem in written English: we don't have enough letters for all the consonant speech sounds! So we represent some consonant speech sounds with two letters. These are called consonant digraphs.
- [Banter Quick Tips: the p, t, k 'whisper' trick](https://www.banterspeech.com.au/banter-quick-tips-the-p-t-k-whisper-trick/) - Help Kindergarten kids learn letter-sound links: the /p, t, k/ 'whisper' trick:
- [Banter Quick Tips: My favourite sequence to teach letter-sound links to beginners and struggling readers ](https://www.banterspeech.com.au/my-favourite-sequence-to-teach-letter-sound-links-to-beginners-and-struggling-readers/) - So we need to teach beginners how to link letters to speech sounds.
- [Banter Quick Tips: The stretchy-sound trick: How I teach beginners to read their first words](https://www.banterspeech.com.au/banter-quick-tips-the-stretchy-sound-trick-how-i-teach-beginners-to-read-their-first-words/) - Once a student has learned their first letter-sound links, I step up to words straight away. The whole point of reading is to read words! To keep things simple, I start with real three-letter, Consonant-Vowel-Consonant words made up of letter-sounds we’ve practised together. I avoid words with letters that students have yet to learn. I also
- [Banter Quick Tips: Phonics or sight words? Why it’s the wrong question; and where we should start](https://www.banterspeech.com.au/phonics-or-sight-words-why-its-the-wrong-question-and-where-we-should-start/) - Phonics or sight words? I get this question a lot, and I understand why. On the surface, written English seems chaotic:
- [Stuttering treatments: what works for whom? An evidence update](https://www.banterspeech.com.au/stuttering-treatments-what-works-for-whom-an-evidence-update/) - Stuttering research - though voluminous, and growing - is notoriously hard to sift through and weigh for at least three reasons:
- [Can technology-based interventions help children with reading difficulties?](https://www.banterspeech.com.au/can-technology-based-interventions-help-children-with-reading-difficulties/) - Yes. In several studies, technology-based reading programs have showed a positive effect for a variety of students with different needs and skills, and some technology-based reading interventions have had positive effects for some struggling readers (e.g. Cheung and Slavin, 2013). But there are hundreds of reading apps, computer programs, and other technology-based supports on the
- [12 tactics we use to help beginning readers learn to read, with examples of exactly what we do in practice to help at-risk students](https://www.banterspeech.com.au/12-tactics-we-use-to-help-beginning-readers-learn-to-read-with-examples-of-exactly-what-we-do-in-practice-to-help-at-risk-students/) - It’s good to understand the big picture… To teach beginners how to read, it helps to have a good grasp of the fundamental concepts underpinning the science of reading. This includes an understanding of: why learning to read in the first years of school is so important, and what works;how learning to read physically rewires
- [Oral language comprehension: what is it? A plain English explainer](https://www.banterspeech.com.au/oral-language-comprehension-what-is-it-a-plain-english-explainer/) - In previous articles, we’ve: described oral language and language therapy; explained that oral language includes oral language comprehension; and outlined how oral language comprehension skills affect reading comprehension. But what do we mean when we use the term ‘oral language comprehension’? This is a big topic. We’ll break it down, starting with the name. Oral
- [My child’s speech is unclear to adults she doesn’t know. Is that normal for her age? (An important research update about child speech intelligibility norms)](https://www.banterspeech.com.au/my-childs-speech-is-unclear-to-adults-she-doesnt-know-is-that-normal-for-her-age-an-important-research-update-about-child-speech-intelligibility-norms/) - Parents ask us this question regularly. 1. New research and evidence-based practice Thanks to some great new research, speech pathologists have better information to share with families. But clinical speech pathology requires us to do more than just read, summarise, and apply the research uncritically. To answer parents’ questions about their children’s unclear speech, we
- ["My toddler doesn't speak at all!" Don't panic - get informed](https://www.banterspeech.com.au/my-toddler-doesnt-speak-at-all-dont-panic-get-informed/) - For parents of most toddlers, a moment's peace is as welcome as the Easter Bunny. But when your two year old doesn't speak at all, silence can be very stressful - especially when all the other kids seem to be talking non-stop.
- [I want to help my late talker to speak. What can I do?](https://www.banterspeech.com.au/i-want-to-help-my-late-talker-to-speak-but-im-stuck-at-home-what-can-i-do/) - Are you at home with a 2-3 year old who doesn't speak or speaks only in single words? Here are five evidence-based suggestions to help encourage your late talker to start talking:
- [Too many children can't read. We know what to do. But how should we do it?](https://www.banterspeech.com.au/too-many-children-cant-read-we-know-what-to-do-but-how-should-we-do-it/) - You wouldn't know it from Twitter, but literacy researchers, teachers, speech-language pathologists, education psychologists, and reading tutors all want the same thing when working with someone who can't read. We want them to be able to read. More specifically, we want them to understand what they read.
- [Lifting the lid on speech therapy: How we assess and treat children with unclear speech - and why](https://www.banterspeech.com.au/lifting-the-lid-on-speech-therapy-how-we-assess-and-treat-children-with-unclear-speech-and-why/) - We work with many children who have unclear speech. For some families, speech therapy can be mysterious, confusing, tedious, or even intimidating. It shouldn't be any of those things. In this article, we will explain what we do and why we do it. We're going to answer some questions we get asked a lot.
- [What do you think about when you think about speech pathology?](https://www.banterspeech.com.au/what-do-you-think-about-when-you-think-about-speech-pathology/) - Happy Speech Pathology Week everyone! This year, the theme is 'Communicating with Confidence'. Here's our take:
- [Back on track: How to produce better work, more often, to achieve worthwhile goals and to live a meaningful life - in spite of the pandemic](https://www.banterspeech.com.au/back-on-track-how-to-produce-better-work-more-often-to-achieve-worthwhile-goals-and-to-live-a-meaningful-life-in-spite-of-the-pandemic/) - As a speech pathologist, my job is to help clients achieve their goals. Most worthwhile goals demand intense, focused work over time. But, during lockdown, many people - including me - have been distracted and less productive than usual. Understandable, perhaps. But frustrating, too. Over the weekend, I’ve reflected on the last 10 weeks, recommitted
- [Free practical tips for speech language pathologists in private practice](https://www.banterspeech.com.au/free-practical-tips-for-speech-language-pathologists-in-private-practice/) - Dear Santa 🎅 I've been a good boy 😊 for almost all of 2023. This year, can I please have increased job satisfaction, proper supervision and training, good clinical systems, balanced workloads, and meaningful career paths for all SLPs in private practice? It's not too much to ask. To ensure timely delivery of my gifts,
- [12 Days of Tips for Speech Pathologists in Private Practice: Day 5 – New Graduates: 11 questions to find your way](https://www.banterspeech.com.au/12-days-of-tips-for-speech-pathologists-in-private-practice-day-5-new-graduates-11-questions-to-find-your-way/) - A shout out to all the new grads and early career speech pathologists joining us in private practice in 2024! Welcome to the profession! You are - literally - the future of the profession! Thinking about how to take control of a career in private practice? We’ve got you covered with a FREE downloadable resource: A
- [12 Days of Tips for Speech Pathologists in Private Practice: Day 8 – Launch a New Practice](https://www.banterspeech.com.au/12-days-of-tips-for-speech-pathologists-in-private-practice-day-8-launch-a-new-practice/) - Who’s planning to launch a brand new private practice in 2024? Exciting! Many years ago, we wrote a free resource for speech pathologists thinking about starting ethical and profitable private practices. We've updated in 2023 and it’s still FREE: From Launch to Waitlist It’s a quick read - designed to inspire and to prompt real
- [12 Days of Tips for Speech Pathologists in Private Practice: Day 1](https://www.banterspeech.com.au/12-days-of-tips-for-speech-pathologists-in-private-practice-day-1/) - Are you feeling exhausted but restless? Unsure of the world but determined to make things better? Same here! Join us over the next two weeks as we share tips, tricks, and resources for speech pathologists in private practice so we can help make 2024 your most successful and satisfying year yet. We’re a bit like
- [12 Days of Tips for Speech Pathologists in Private Practice: Day 2 - Increasing Job Satisfaction](https://www.banterspeech.com.au/12-days-of-tips-for-speech-pathologists-in-private-practice-day-2-increasing-job-satisfaction/) - As speech pathologists in private practice, we all want: safety and respect; good relationships with our clients and colleagues; and opportunities to grow as professionals and people. Hertzberg tells us that job satisfaction is more than just a lack of job dissatisfaction. Both matter! To increase job satisfaction, increase: achievements; recognition; responsibility; meaningful work; opportunities
- [12 Days of Tips for Speech Pathologists in Private Practice: Day 3 - Overcoming Resistance](https://www.banterspeech.com.au/12-days-of-tips-for-speech-pathologists-in-private-practice-day-3-overcoming-resistance/) - What should we do when we get jammed? When we hit a professional wall? Practising speech pathology properly in private practice is an act of ethical courage. It takes commitment and integrity. When we strive to do important work, we hit resistance. In “The War of Art”, Steven Pressfield says that resistance takes many forms,
- [12 Days of Tips for Speech Pathologists in Private Practice: Day 6 – Better Systems](https://www.banterspeech.com.au/12-days-of-tips-for-speech-pathologists-in-private-practice-day-6-better-systems/) - We don’t talk enough about speech pathology systems in private practice. “Systems” seem boring. But they free you from drudgery; give you time and energy to grow as a professional, and amplify your reach. Good systems: ⬆️ team work. ⬇️ time ⬆️ service quality ⬇️ duplication and waste ⬆️ staff efficiency ⬆️ workplace safety. Great
- [SLPs: Three Tips to Manage Career Transitions in Uncertain Times](https://www.banterspeech.com.au/slps-three-tips-to-manage-career-transitions-in-uncertain-times/) - Towards year-end, it’s normal for speech-language pathologists (SLPs) to question the work they do, and how it fits into their lives. Speech pathology is a relatively new profession with a wide scope of practice. Long-term career paths are rarely linear or clear - especially in private practice. Most SLPs love helping clients. But worker shortages,
- [11 ways to improve writing interventions for struggling students](https://www.banterspeech.com.au/11-ways-to-improve-writing-interventions-for-struggling-students/) - Writing is complex, and many students struggle to learn to do it well. While accommodations and adjustments can help in the short-term, they do nothing to improve a student’s writing skills.
- [Australian speech pathology students and new graduate speech pathologists: 20 things you should do to get up to speed on your rights and responsibilities in private practice](https://www.banterspeech.com.au/australian-speech-pathology-students-and-new-graduate-speech-pathologists-20-things-you-should-do-to-get-up-to-speed-on-your-rights-and-responsibilities-in-private-practice/) - Attention: final year Australian speech pathology students and new graduate speech pathologists considering employment options in private practice! Here are 20 things you should do to get up to speed on your rights and responsibilities in your first job as a speech pathologist.
- [Apologies to Mrs Dixon: taking notes by hand is more effective than by laptop](https://www.banterspeech.com.au/apologies-to-mrs-dixon-taking-notes-by-hand-is-more-effective-than-by-laptop/) - In a study published in the April 2014 edition of Psychological Science, researchers tested whether longhand note-taking was more effective than taking notes on a laptop.
- [How do babies and toddlers learn language? (Spoiler alert: it’s incredible!)](https://www.banterspeech.com.au/how-do-babies-and-toddlers-learn-language-spoiler-alert-its-incredible/) - Human communication is astounding. Nowhere is this more obvious than when looking at the communication skills of babies, toddlers and young preschoolers. If you’ve ever spent time hanging out with a toddler or young preschooler, you’ll know that they are often very effective communicators - even if their speech, vocabulary, early word forms and sentence
- [Creating a speak-up culture in private practice: a 4-step project to improve psychological safety at work ](https://www.banterspeech.com.au/creating-a-speak-up-culture-in-private-practice-a-4-step-project-to-improve-psychological-safety-at-work/) - As a private practice owner, one of my most important jobs is to remove fear from the workplace. To build a culture where everyone on our team feels safe and free to speak their mind. I haven’t always done this well. No doubt, part of the problem stems from my personality defects (e.g. I can
- [Tongue-ties and speech problems - is surgery supported by the evidence?](https://www.banterspeech.com.au/tongue-ties-and-speech-problems-is-surgery-supported-by-the-evidence/) - Tongue-tie (or ankyloglossia) is a 'congenital condition in which the tip of the tongue cannot be protruded beyond the lower incisor teeth because of a short frenulum'.
- [Supported decision-making: what health & education professionals need to know and do (and to help)](https://www.banterspeech.com.au/supported-decision-making-what-health-education-professionals-need-to-know-and-do-and-to-help/) - NDIS providers, allied healthcare professionals, and educators supporting people with disability need to know about supported decision-making to do their jobs competently. Fortunately, a wealth of excellent free resources are available to get informed about supported decision-making,
- [My child has DLD and ADHD. What strategies can teachers, speech-language pathologists, and others use in class to help?](https://www.banterspeech.com.au/my-child-has-dld-and-adhd-what-strategies-can-teachers-speech-language-pathologists-and-others-use-in-class-to-help/) - Developmental Language Disorder (DLD) and Attention-Deficit/Hyperactivity Disorder (ADHD) are different things. But there is a substantial overlap ADHD and DLD are both common neurodevelopmental disorders.
- ["But he holded it and broked it and then he goed away!" Why do some children speak this way?](https://www.banterspeech.com.au/but-he-holded-it-and-broked-it-and-then-he-goed-away-why-do-some-children-speak-this-way/) - In modern English, most past tense verbs are made by adding "ed" to the present tense verb (e.g. walk/walked, jump/jumped). Unfortunately, there are a couple of hundred words like held, broke, went, fell and threw where the basic rule doesn't apply.
- [Early reading instruction: why focus on vowels?](https://www.banterspeech.com.au/early-reading-instruction-why-focus-on-vowels/) - When working with students with early reading difficulties - including students with phonological speech sound disorders, limited phonological awareness, developmental language disorder, and students at risk of showing signs of dyslexia - I spend a lot of time working on vowels.
- [Why do people do things deliberately? (A handy framework to support verbal reasoning and problem solving)](https://www.banterspeech.com.au/why-do-people-do-things-deliberately-a-handy-framework-to-support-verbal-reasoning-and-problem-solving/) - There are many academic theories that seek to describe, explain and predict people’s intentional behaviours. But most of them include the following basic elements: Source: Urhahne & Wijnia (2023) Seen this way, a person’s behaviour arises from (two way) interactions between the person and their environment. These interactions stimulate the person’s motives, needs, wishes, and
- [Not alone: building a sustainable, meaningful career as a speech pathologist in private practice](https://www.banterspeech.com.au/not-alone-building-a-sustainable-meaningful-career-as-a-speech-pathologist-in-private-practice/) - Type A personalities where we have to keep going and succeeding? Over-invested in detail-oriented, admin-heavy roles? Tendencies towards perfectionism and over-conscientiousness?
- [Supervising allied health professionals requires good balance!](https://www.banterspeech.com.au/supervising-allied-health-professionals-requires-good-balance/) - Allied health professionals, like speech language pathologists, physiotherapists, and occupational therapists, can be challenging to manage!
- [Highlights from this week's Banter Booster](https://www.banterspeech.com.au/highlights-from-this-weeks-banter-booster/) - Here are some highlights from this week's Banter Booster: Also in this edition, you’ll find: FREE therapy resources to support neurodivergent learners, children with SSDs, and autistic students FREE training opportunities to support students with Developmental Language Disorder in the classroom, get educated about neurodiversity, and refresh your knowledge of brain anatomy! Tool of the week:
- [Help your kids say new sounds: a free resource](https://www.banterspeech.com.au/help-your-kids-say-new-sounds-a-free-resource/) - Some kids can only say a few speech sounds, including many kids with speech sound disorders.* When I work with these kids, one of my first goals is often to increase the number of different sounds they can hear and say.
- [For students with spelling difficulties, where should we start?](https://www.banterspeech.com.au/for-students-with-spelling-difficulties-where-should-we-start/) - There are five types of knowledge needed for spelling, and 15 main error types:
- [Learning to write: how to help students with Autism Spectrum Disorder and other developmental disabilities ](https://www.banterspeech.com.au/learning-to-write-how-to-help-students-with-autism-spectrum-disorder-and-other-developmental-disabilities/) - Writing is critical for participation in many activities, including at school, in many jobs, and when texting with friends and engaging with others through social media. Writing skills may be related to higher quality-of-life outcomes. Many (but not all) people with Autism Spectrum Disorder (ASD) and other developmental disabilities have difficulties learning how to write. Peer-reviewed
- [Five ways to help 11-14 year-old students to improve their vocabularies for school and life](https://www.banterspeech.com.au/five-ways-to-help-11-14-year-old-students-to-improve-their-vocabularies-for-school-and-life/) - Vocabulary is essential to language development, and helps with: the acquisition of academic skills; early reading skills; generating inferences; reading comprehension; writing quality; and the expression of experiences, thoughts and feelings. Vocabulary plays an increasingly important role as students move into adolescence. Typically developing students learn about 2,000-3,000 words a year: approximately two-eight root words per
- [For beginning readers, where should we start teaching? Phonics, sight words, or both?](https://www.banterspeech.com.au/for-beginning-readers-where-should-we-start-teaching-phonics-sight-words-or-both/) - Some people think that written English is too irregular and difficult to teach in an organised way, with far too many words (520 million - 2+ billion words!), and 461 possible mappings between letters and sounds. This view ignores pattern and word frequencies: a large proportion of written English is highly regular and can be
- [The Scatter-Slayer Adventures: The Scarecrow and Bear Fair in the Land of Nowhere](https://www.banterspeech.com.au/the-scatter-slayer-adventures-the-scarecrow-and-bear-fair-in-the-land-of-nowhere/) - You can feel it in the air. You are closing in on the final battle. But. Not. Quite. Yet. To get to Miss Sunday, you must first outwit her henchmen - the Bear and the Scarecrow - in their scary (but silly) lair. And you're right to be wary about that broken-down old mare who watches
- [Introducing The Scatter-Slayer Adventures: a decodable digital 'select-your-sequel' series for reluctant readers](https://www.banterspeech.com.au/introducing-the-scatter-slayer-adventures-a-decodable-digital-select-your-sequel-series-for-reluctant-readers/) - Hello, friends and followers! We're excited to introduce our new FREE resource for reluctant readers, aged 7-12: The Scatter-Slayer Adventures: Book 1 - Don't Stay! Be Afraid You are the Scatter-Slayer: a super spy hired to track down the mysterious Miss Sunday. But there's a problem: you are trapped, in chains, in a cage, on
- [New Scatter-Slayer Adventure: The Awesome Australian Gore-Boar](https://www.banterspeech.com.au/new-scatter-slayer-adventure-the-awesome-australian-gore-boar/) - Introducing The Awesome Australian Gore-Boar: “The Awesome Australian Gore-Boar unlocked his jaws and roared. You are not sure if the awful beast is sore at you or the witch.” Learning to decode words using knowledge of the extended code doesn’t have to be dull. In this, the ninth and latest of our select-your-sequel Scatter-Slayer series of adventure stories, we focus on
- [Decodable Readers: two new Scatter-Slayer Adventures for older readers](https://www.banterspeech.com.au/decodable-readers-two-new-scatter-slayer-adventures-for-older-readers/) - The story continues…We’re pleased to release two NEW decodable readers in The Scatter-Slayer Adventure series: Attack of the Eel Beast ( and ) and The Zoo Druid ( (moon), (took) and ).
- [New decodable Scatter-Slayer Adventure: The Nervous Furnace Workers’ Well-Earned Liberation](https://www.banterspeech.com.au/new-decodable-scatter-slayer-adventure-the-nervous-furnace-workers-well-earned-liberation/) - We can't think of a better way to work on er ir ur wor and ear than with a silly tale about an evil surfboard and a bunch of nervous serfs! Our 8th and latest decodable reader in our Scatter-Slayer Adventure series focusing on the extended code and reading fluency.
- [Preposition "On": A No-Prep Preposition Pack with Animated Examples](https://www.banterspeech.com.au/preposition-on-a-no-prep-preposition-pack-with-animated-examples/) - Teaching prepositions without movement is really hard, especially when you're doing it by telehealth. Here's our solution for the preposition "On".
- [Supervisors: help your SLPs to be more productive](https://www.banterspeech.com.au/supervisors-help-your-slps-to-be-more-productive/) - No one likes to be micromanaged or surveilled. But supervisors need to know what’s going on: it’s part of the job! Outside of client time, speech-language pathologists (SLPs) most valuable work is often ‘deep work’: time spent reading, learning, thinking, reflecting, and writing about things linked to the practice’s purpose, strategy, operations and/or clients without
- [12 Days of Tips for Speech Pathologists in Private Practice: Day 12 - Increasing Productivity](https://www.banterspeech.com.au/12-days-of-tips-for-speech-pathologists-in-private-practice-day-12-increasing-productivity/) - We can’t believe it! It’s already Day 12 of our mini-Advent Calendar of tips and resources for speech pathologists in private practice! To round out the project, let’s consider our five favourite ‘laws' of productivity and what they mean for us all: Gall’s Law: Complex systems built from scratch never work and can never be
- [10 practical productivity tips for speech pathologists in private practice – “Be productive, not busy”](https://www.banterspeech.com.au/10-practical-productivity-tips-for-speech-pathologists-in-private-practice-be-productive-not-busy/) - Respect your own time so others will, too. 1. Use ‘timeboxing’/time-blocking. Schedule each part of your day. Be specific about each activity in each time block, including breaks (e.g. “Session planning”; “Emails”; “Call X”; “Coffee break” etc.). Stick to your plan for both work AND rest. 2. Do one thing at a time. (Multi-tasking is
- [Private Practice SLPs: How to relax and enjoy your well-earned break!](https://www.banterspeech.com.au/private-practice-slps-how-to-relax-and-enjoy-your-well-earned-break/) - For many speech pathologists, it’s been a very long year. We all need a break from work to relax, recover and rejuvenate. In private practice, going on holiday creates extra work and stress - before, during, and after leave. Historically, I’ve struggled, & been a moody wreck during leave. But, this year, I’ve done some research. I have a plan to share!
- [Good mentorship is about more than the occasional chat over coffee](https://www.banterspeech.com.au/good-mentorship-is-about-more-than-the-occasional-chat-over-coffee/) - Good mentors serve as role models, advisers, teachers, guides, sponsors, and protectors. They help junior professionals forge identities and realise dreams.
- [Do I need a diagnosis to get access to the NDIS?](https://www.banterspeech.com.au/do-i-need-a-diagnosis-to-get-access-to-the-ndis/) - We get asked this question a lot. From a legal perspective, the answer is “no”. The Federal Court of Australia - most recently in an important case called National Disability Insurance Agency v Davies
- [Providers can play an important role in helping families of young children understand and access NDIS-funded supports. Here’s how. ](https://www.banterspeech.com.au/providers-can-play-an-important-role-in-helping-families-of-young-children-understand-and-access-ndis-funded-supports-heres-how/) - The NDIS is meant to be easy to understand. In practice, many families find it confusing. Most - but not all - families know that the NDIS provides help to some young children with developmental delays and disabilities.
- [For people with lifelong communication disabilities, health literacy is about more than accessing and understanding information](https://www.banterspeech.com.au/for-people-with-lifelong-communication-disabilities-health-literacy-is-about-more-than-accessing-and-understanding-information/) - We need more - and better - evidence to help people with lifelong communication disabilities use health information in everyday situations, including to make decisions about their healthcare and wellbeing. Fortunately, some of my favourite speech pathology researchers are on the case, including my former University colleague, Harmony Turnbull. To support people with lifelong communication
- [FAQ: “Our family’s paediatrician thinks my child might have a 'neurodevelopmental disorder'. What does that mean?”](https://www.banterspeech.com.au/faq-our-familys-paediatrician-thinks-my-child-might-have-a-neurodevelopmental-disorder-what-does-that-mean/) - The term “Neurodevelopmental disorders” (NDDs) was introduced as a category of disorder in the Diagnostic and Statistical Manual of Mental Disorders (DSM-5).
- [NDIS participants deserve quality supports and services from small and medium-sized providers - including unregistered providers](https://www.banterspeech.com.au/ndis-participants-deserve-quality-supports-and-services-from-small-and-medium-sized-providers-including-unregistered-providers/) - Many small and medium providers of supports and services to NDIS participants are not highly profitable, with relatively high fixed costs, significant staffing shortages, limited operational resources, and sometimes long waitlists.
- [NDIS basics for new small and medium-sized providers: what’s it all about?](https://www.banterspeech.com.au/ndis-basics-for-new-small-and-medium-sized-providers-whats-it-all-about/) - For many small and medium-sized providers of supports and services to National Disability Insurance Scheme (NDIS) participants, the NDIS can be confusing - especially for new providers. To understand the NDIS, you need to know a bit about the National Disability Insurance Scheme Act (2013) (the Act). What is the NDIS trying to do? Among
- [How to navigate conflict with other people](https://www.banterspeech.com.au/how-to-navigate-conflict-with-other-people/) - Interpersonal conflicts are common. They can make us worry and react in regrettable ways that make us feel bad about ourselves.
- [Language problem or English as a Second Language issue?](https://www.banterspeech.com.au/language-problem-or-english-as-a-second-language-issue/) - For parents and teachers of children who speak more than one language, it can be hard to tell if a child who is having problems communicating in English has a speech or language delay or is simply still learning English.
- [SLP leaders should tell their employees they appreciate them more often!](https://www.banterspeech.com.au/slp-leaders-should-tell-their-employees-they-appreciate-them-more-often/) - To improve morale, productivity, performance, client satisfaction, and employee retention, leading Speech Language Pathologists - practice owners, managers, and supervisors - should recognise their employees’ contributions properly.
- [Children with rich and educated parents have an unfair advantage when it comes to early language development](https://www.banterspeech.com.au/children-with-rich-and-educated-parents-have-an-unfair-advantage-when-it-comes-to-early-language-development/) - Early language skills support children’s health and wellbeing. They help children get what they need and want, including meaningful connections with others. A child’s early engagement in responsive and rich verbal interactions with adults can have a big, positive effect on early language development. Children are more likely to have such interactions if they are
- [Hungry Like The Wolf: How I help adult clients decide on speech therapy goals that matter (to them)](https://www.banterspeech.com.au/hungry-like-the-wolf-how-i-help-adult-clients-decide-on-speech-therapy-goals-that-matter-to-them/) - Sometimes you read a research paper that blows your mind and changes your whole clinical approach to helping people with communication problems. In this article, I share my thoughts on one such paper that forced me to reconsider how best to support my adult clients set and achieve their goals.
- [Developmental Language Disorder services need to grow up!](https://www.banterspeech.com.au/developmental-language-disorder-services-need-to-grow-up/) - To look at most speech pathology funding models, services, and research, you’d think that Developmental Language Disorder (DLD) self-cures miraculously at the end of childhood. Despite funding and service cut-offs, DLD does not resolve when people turn 7, 13, 18, 21, or 65 years old. It is often lifelong: many children with DLD become teenagers
- [Practical steps practice owners & supervisors can take to reduce workplace bullying ](https://www.banterspeech.com.au/practical-steps-practice-owners-supervisors-can-take-to-reduce-workplace-bullying/) - Workplace bullying is repeated and unreasonable behaviour directed toward a Speech-Language Pathologist whereby the SLP has difficulty defending themselves due to power imbalances between the people involved.
- [Why do some language and reading tests ask about your child’s right- or left-handedness? ](https://www.banterspeech.com.au/why-do-some-language-and-reading-tests-ask-about-your-childs-right-or-left-handedness/) - Most people prefer using their right hand for most motor tasks. About 10% of people are left-handed; and boys are about 23% more likely than girls to prefer their left hand.
- [“Nothing about us without us”* - what children with Developmental Language Disorder tell us about their relationships with peers - and what we should do in response](https://www.banterspeech.com.au/nothing-about-us-without-us-what-children-with-developmental-language-disorder-tell-us-about-their-relationships-with-peers-and-what-we-should-do-in-response/) - Research about children with Developmental Language Disorder (DLD) tells us that, compared to their typically developing peers:
- [Feeling demotivated? Tips to rediscover your mojo](https://www.banterspeech.com.au/feeling-demotivated-tips-to-rediscover-your-mojo/) - We all want to feel motivated and to find meaning in the things we do. Speech pathologists are lucky: we have a built-in purpose.
- [Difficult professional conversations: tips to help control emotions](https://www.banterspeech.com.au/difficult-professional-conversations-tips-to-help-control-emotions/) - Many SLPs in private practice are people pleasers, overworked and under-resourced. Disagreements about priorities, caseloads, workloads and feedback are inevitable. They can feel threatening and stressful. When threatened, many of us switch to “fight or flight” mode, making it hard to think rationally and professionally. We can implement strategies to interrupt this physical response to
- ["I'm concerned about my child's language": 6 1/2 questions speech pathologists should ask before assessing your child (2022 update)](https://www.banterspeech.com.au/does-my-child-have-a-language-disorder-6-questions-speech-pathologists-should-ask-before-assessment/) - When a family comes to me with concerns about their child’s language skills or development, some questions are more important than others:
- [Forget the Zoom Doom and Coviu Fatigue: Telehealth is here to stay](https://www.banterspeech.com.au/forget-the-zoom-doom-and-coviu-fatigue-telehealth-is-here-to-stay/) - Some speech pathologists and clients think telehealth delivery is a second-rate service that peaked during COVID lockdowns. We need to rethink this idea. When done well, telehealth can improve care and make speech pathology
- [Communication access = communication for all: Speech Pathology Week](https://www.banterspeech.com.au/help-people-get-their-message-across-why-and-how-we-should-work-together-to-improve-communication-access-for-everyone/) - Wheelchair ramps. Disabled parking. Lifts at train stations. All ways that communities support people with physical disabilities to get on with their lives and to contribute to society. Things that help people with physical disabilities go places and do stuff most of us take for granted. But what about communication access?
- [For SLPs in private practice, professionalism has never been more important](https://www.banterspeech.com.au/for-slps-in-private-practice-professionalism-has-never-been-more-important/) - For Speech-Language Pathologists (SLPs) in private practice, professionalism has never been more important. Here’s why: “Professionalism” is a combination of knowledge, skills, trustworthiness, and altruism found in those who commit themselves to a life of service to others. Because of our knowledge and expertise, SLPs have social prestige, asymmetrical power over clients and families, and
- [SLP Mentors and Supervisors - fight for your rights to avoid burnout ](https://www.banterspeech.com.au/slp-mentors-and-supervisors-fight-for-your-rights-to-avoid-burnout/) - Speech pathology mentors and supervisors commit time, attention and resources to develop other speech-language pathologists (SLPs). Mentors and supervisors have
- [Do kids learn how to string sentences together by listening to baby talk?](https://www.banterspeech.com.au/do-kids-learn-how-to-string-sentences-together-by-listening-to-baby-talk/) - Call it baby talk, the more technical-sounding "child directed speech", the politically incorrect "motherese" or its French equivalent "Mamanaise", and the answer is still no.
- [“Where’s the BEAR? Ah! HERE! Hellooooo BEAR!” Why do babies prefer to be spoken to this way, and why do parents and carers do it naturally?](https://www.banterspeech.com.au/wheres-the-bear-ah-here-hellooooo-bear-why-do-babies-prefer-to-be-spoken-to-this-way-and-why-do-parents-and-carers-do-it-naturally/) - In the olden days, this kind of talking used to be called “motherese” or the (less sexist) “parentese”. These days, most researchers call it infant directed speech (or IDS).
- [7 tips for managing office politics in private practice ](https://www.banterspeech.com.au/7-tips-for-managing-office-politics-in-private-practice/) - Unavoidable. In any practice of more than two people, some office politics is inevitable. But it doesn’t have to be toxic. Be transparent: Talk openly about the value of building connections during onboarding, induction, professional development, and supervision. Reframe: Highlight the value of networking, negotiation and relationship-building as core competencies for speech pathologists. Prioritise the
- [Retain your speech pathologists with better professional development systems](https://www.banterspeech.com.au/retain-your-speech-pathologists-with-better-professional-development-systems/) - Retaining talented speech pathologists is both a top priority and challenge for most private practices. Practice owners can increase staff retention in several ways. An often-overlooked retention strategy is on-the-job professional development.
- [9 questions speech pathology practice owners and supervisors should ask employees in one-to-one supervision sessions](https://www.banterspeech.com.au/9-questions-speech-pathology-practice-owners-and-supervisors-should-ask-employees-in-one-to-one-supervision-sessions/) - 9 questions speech pathology practice owners and supervisors should ask employees in one-to-one supervision sessions: If we could improve in any way, how would we do it?What’s the number one problem with our practice? Why?What’s not fun about working here?Who’s doing a great job? Whom do you admire?If you were me, what changes would you
- [Tip of the week: Joint Attention](https://www.banterspeech.com.au/tip-of-the-week-joint-attention/) - Our tip of the week is joint attention. Joint attention is the capacity to focus together with another (e.g. a parent) on something in the world, like an apple or a game. For typically developing children, it starts at about 9 months of age.
- [FREE tips and resources to help your preschooler or school-aged child learn “book language” for later school and life success](https://www.banterspeech.com.au/free-tips-and-resources-to-help-your-preschooler-or-school-aged-child-learn-book-language-for-later-school-and-life-success/) - I’m confronted with tens of thousands of words a day. Most of them are written words - something I didn’t really think about until I read a marvellous new paper by Professor Kate Nation and colleagues (citation below). Before my first client each day, I’ve usually devoured news headlines, doom-scrolled social media feeds, scanned my
- [My child is learning two languages: what do I need to know about bilingual development?](https://www.banterspeech.com.au/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 of it in Australia.
- [Are reading skills important for mathematics development in primary school?](https://www.banterspeech.com.au/are-reading-skills-important-for-mathematics-development-in-primary-school/) - Common sense suggests that reading skills are important for at least some mathematical tasks (e.g. understanding written word problems).
- [How to Supervise Speech Pathologists Properly in Private Practice: Paperback version now available!](https://www.banterspeech.com.au/how-to-supervise-speech-pathologists-properly-in-private-practice-paperback-version-now-available/) - This 210-page book teaches you how to supervise speech pathologists properly in private practice, and is for speech pathologists at all stages of their careers.
- [Updates to SLP and NDIS template agreements](https://www.banterspeech.com.au/updates-to-slp-and-ndis-template-agreements/) - It's a new financial year, which means changes to some key regulatory arrangements. (1) Annual Wage Review 2022 In its Annual Wage Review 2021-2022 Decision issued in June 2022, the Fair Work Commission announced, amongst other things, an increase to minimum award wages. The increase takes effect from the first full pay period starting on
- [12 early career tips for Australian speech pathologists and students considering a career in private practice](https://www.banterspeech.com.au/12-early-career-tips-for-australian-speech-pathologists-and-students-considering-a-career-in-private-practice/) - About a quarter of current Australian speech language pathologists (SLPs) joined the profession after May 2019; and about half of all SLPs work in private practice. If you are an early career SLP in private practice - or if you are an SLP student considering private practice as a graduate - here are some early
- [“Do you have any questions for me?” 10 questions you can ask speech pathology employers in job interviews](https://www.banterspeech.com.au/do-you-have-any-questions-for-me-10-questions-you-can-ask-speech-pathology-employers-in-job-interviews/) - 10 questions you can ask speech pathology employers in job interviews
- [Employed speech pathologists: timeless tips to manage oneself at work](https://www.banterspeech.com.au/employed-speech-pathologists-timeless-tips-to-manage-oneself-at-work/) - Strengths: Concentrate here. Seek and use feedback. Build skills and knowledge to bolster existing strengths.Weaknesses: Don’t waste energy, resources, and time trying to be good at everything.Respect: Say please and thank you. Know your clients’ names and ask after their families and interests. Learning: Do you prefer reading or listening? Do you express yourself better by
- [Beyond school readiness: 7 signs that your kindergarten, year 1 or year 2 child may have a language delay](https://www.banterspeech.com.au/beyond-school-readiness-7-signs-that-your-kindergarten-year-1-or-2-child-may-have-a-language-delay/) - Children don't develop in exactly the same way, but what signs of language delay should you look out for after your child has started school?
- [Banter Booster](https://www.banterspeech.com.au/banter-booster/) - Speech pathologists and speech pathology students: need a boost to the middle of your week?⁠⁠Subscribe to Banter Booster: a free weekly round up of the best speech pathology ideas and practice tips for busy speech pathologists and students.⁠ In this week's issue there is a goldmine of FREE resources that we collected at the Speech
- [Priorities for early reading instruction: revisiting the Narrow View of Reading](https://www.banterspeech.com.au/priorities-for-early-reading-instruction-revisiting-the-narrow-view-of-reading/) - The Simple View of Reading says that reading comprehension = word recognition x language comprehension (e.g. Hoover & Gough, 1990). Together, fluent decoding and language skills explain more than 90% of the variance in students’ early reading comprehension development (e.g. Hjetland et al., 2018). Some reading professionals conflate the components of the Simple View of
- [Reading fluency interventions can help primary school students with reading difficulties](https://www.banterspeech.com.au/reading-fluency-interventions-can-help-primary-school-students-with-reading-difficulties/) - To transition from learning to read to reading to learn, students must learn to read fluently. Reading fluency is the ability to read accurately, at an appropriate rate, and with appropriate prosody (e.g. stress, intonation, and expression). According to the model of automatic processing, all students have limited cognitive capacity. By developing automaticity in word
- [10 practical communication strategies we recommend for families of people with dementia, stroke, and traumatic brain injury](https://www.banterspeech.com.au/10-practical-communication-strategies-we-recommend-for-families-of-people-with-dementia-stroke-and-traumatic-brain-injury/) - Here are 10 practical communication strategies we recommend for families with dementia, stroke, and TBI: 1. Get educated. Learn about the diagnosis and the symptoms; the presentation and progression of symptoms. 2. Reduce sentence length and complexity. Keep sentences short and simple. Focus on one idea at a time. 3.
- [Resonant Voice Therapy for Professional Voice Users with Voice Problems: Basic Facts](https://www.banterspeech.com.au/resonant-voice-therapy-for-professional-voice-users-with-voice-problems-basic-facts/) - Professional voice users: are people who rely on their voice for their livelihoods; andinclude singers, actors, lawyers, politicians, clergy, educators, call centre operators and receptionists, and many health professionals, including speech pathologists. Muscle tension dysphonia (MTD): is a voice disorder that can include breathy, hoarse, rough, or strained voice quality, pain in the throat or
- [Reading heroes: the Fantastic Mr Flesch - phonics warrior and Plain English pioneer (1911-1986)](https://www.banterspeech.com.au/reading-heroes-the-fantastic-mr-flesch-phonics-warrior-and-plain-english-pioneer-1911-1986/) - Unless you're a word-nerd, like me, you probably haven't heard of Rudolf Flesch. But he's done us all a great service.
- [Are reading comprehension problems caused by oral language deficits?](https://www.banterspeech.com.au/are-reading-comprehension-problems-caused-by-oral-language-deficits/) - Some children can read aloud beautifully, but, when questioned, have no idea what they've just read. Over the years, different reading experts have put forward three main theories to explain poor reading comprehension in children who have no problem decoding the words:
- [The forgotten reading skill: fluency, and why it matters](https://www.banterspeech.com.au/the-forgotten-reading-skill-fluency-and-why-it-matters/) - Naming the five, evidence-based and essential reading skills known as the Big 5 ideas can be difficult. Vocabulary and comprehension skills are pretty obvious. Phonics and phonemic (speech sound) awareness are known to most of us with an interest in teaching reading. But that fifth member of the Big 5 is a bit of a head scratcher. And that's a shame: research evidence tells us that the oft forgotten member - reading fluency - is a critical literacy skill.
- [Why do many children with cochlear implants struggle to learn how to read?](https://www.banterspeech.com.au/why-do-many-children-with-cochlear-implants-struggle-to-learn-how-to-read/) - One of the greatest inventions I have witnessed in my lifetime is the multichannel cochlear implant developed by Professor Graeme Clark and colleagues in the 1970s. But the technology - and the many subsequent advances made over the years - aren’t a panacea for the effects of hearing loss of communication. Cochlear implants do not
- [Classic Audiobook Resource Pack for children in Years 2 to 6](https://www.banterspeech.com.au/classic-audiobook-resource-pack-for-children-in-years-2-to-6/) - For parents who are struggling to find the time or energy to read with their kids regularly, we recommend audiobooks. We are pleased to present our classic audiobook resource pack for children in Years 2 to 6 – 42 free audiobook links curated by our speech pathologists to give children exposure to enriched vocabulary, complex
- [When in Rome…How children’s role models, peers, and social groups affect their learning](https://www.banterspeech.com.au/when-in-romehow-childrens-role-models-peers-and-social-groups-affect-their-learning/) - Why do I drive on the right hand side of the road when I’m in Beijing? How did I figure out hostel booking procedures in Weimer when I don’t speak German? How did I work out how to toast politely at my first Singapore wedding? Why do I watch YouTube clips before attempting to fix
- [Selective Mutism: key things to know](https://www.banterspeech.com.au/selective-mutism-key-things-to-know/) - Selective mutism is a persistent failure to speak in specific social situations (e.g. at school), despite speaking fluently in familiar situations.Children with selective mutism can appear socially withdrawn, oppositional, perfectionistic, or have an increased degree of emotional or sensory sensitivity.Early intervention leads to better outcomes and reduces negative effects on social development, educational progress, and
- [Teachers and other professional speakers: voice problems (and what to do about them)](https://www.banterspeech.com.au/teachers-and-other-professional-speakers-voice-problems-and-what-to-do-about-them/) - Research tells us that about one-third of the workforce use their voices as their primary tool. Teachers are particularly at risk for developing clinically significant voice disorders at some point during their careers. In this presentation, we outline some of the recent evidence about voice disorders, and include some practical tips to help prevent them.
- [Should we spend time teaching our kids to spell? If so, how, and what should we teach them?](https://www.banterspeech.com.au/should-we-spend-time-teaching-our-kids-to-spell-if-so-how-and-what-should-we-teach-them/) - Learning to spell is hard and time-consuming. Should we invest precious school time teaching kids how to spell? I think so. Here's why.
- [12 Days of Tips for Speech Pathologists in Private Practice: Day 9 – Exhausted? Therapy Essentials - Free Refreshers for busy Speech Pathologists](https://www.banterspeech.com.au/12-days-of-tips-for-speech-pathologists-in-private-practice-day-9-exhausted-therapy-essentials-free-refreshers-for-busy-speech-pathologists/) - Most of us in private practice have a lot going on, including: preparing sessions;seeing clients;writing reports;collaborating with other health and education professionals;advocating for clients;attending meetings; andreading and training. On top of these jobs, private practice owners and managers must: market services;build systems;manage teams; andpay the bills! With so much going on: we can lose sight
- [12 Days of Tips for Speech Pathologists in Private Practice: Day 7 – Learning Short Cuts](https://www.banterspeech.com.au/12-days-of-tips-for-speech-pathologists-in-private-practice-day-7-learning-short-cuts/) - How can we get better as speech pathologists and professionals in private practice? Here are 15 short cuts we’ve used over the years: Say “yes” to new experiences related to your interests but out of your comfort zone (Sivers).Seek out wise mentors and supervisors who’ve ‘been there, and done that’.Follow the work of speech pathologists
- [12 Days of Tips for Speech Pathologists in Private Practice: Day 4 – Proper Supervision](https://www.banterspeech.com.au/12-days-of-tips-for-speech-pathologists-in-private-practice-day-4-proper-supervision/) - On the whole, we speech pathologists are a social bunch. To stay healthy and to help our clients, we need people we can talk with and learn from, including: clients; peers;supervisors; andmentors. For employed speech pathologists, proper supervision is key. A lack of professional support: ⬆️ stress ⬆️ job dissatisfaction ⬆️ staff turnover ⬆️ staff burnout
- [12 Days of Tips for Speech Pathologists in Private Practice: Day 10 – Communication Overhead](https://www.banterspeech.com.au/12-days-of-tips-for-speech-pathologists-in-private-practice-day-10-communication-overhead/) - One of the many lessons we learned from the pandemic was the benefit of keeping our structure flat and work teams as small as possible. Why? “Communication overhead”: a term coined by Josh Kaufman in his classic book, The Personal MBA. According to Kaufman, once a work group consists of eight or more people, each
- [12 Days of Tips for Speech Pathologists in Private Practice: Day 11 - Crush Perfectionism](https://www.banterspeech.com.au/12-days-of-tips-for-speech-pathologists-in-private-practice-day-11-crush-perfectionism/) - Anne Lamott, one of our favourite authors, defines perfectionism as the “voice of the oppressor, the enemy of the people”; and as a "mean, frozen form of idealism". She’s spot on. Perfectionism seems like a strength - something to trumpet in your resume. But it’s a cop out, and a big problem in private practice.
- [Bilingualism: key benefits of helping your child to maintain their heritage language](https://www.banterspeech.com.au/bilingualism-key-benefits-of-helping-your-child-to-maintain-their-heritage-language/) - Many of our clients are learning more than one language. Over the years, we’ve shared lots of evidence-based information and tried to debunk some of the more common (and persistent) myths about bilingual development. We’ve also written about the silent period that some young children go through when they are first exposed to a second
- [Zone defense in my 30s](https://www.banterspeech.com.au/zone-defense-in-my-30s/) - Sed ut perspiciatis unde omnis iste natus error sit voluptatem accusantium doloremque laudantium, totam rem aperiam, eaque ipsa quae ab illo inventore veritatis et quasi architecto beatae vitae dicta sunt explicabo. Sed ut perspiciatis unde omnis iste natus error sit voluptatem accusantium doloremque laudantium, totam rem aperiam, eaque ipsa quae ab illo inventore veritatis et
- [Cinco de mayo](https://www.banterspeech.com.au/cinco-de-mayo/) - Sed ut perspiciatis unde omnis iste natus error sit voluptatem accusantium doloremque laudantium, totam rem aperiam, eaque ipsa quae ab illo inventore veritatis et quasi architecto beatae vitae dicta sunt explicabo. Nemo enim ipsam voluptatem quia voluptas sit aspernatur aut odit aut fugit, sed quia consequuntur magni dolores eos qui ratione voluptatem sequi nesciunt. Neque
- [Sunsets over the fields of home](https://www.banterspeech.com.au/sunsets-over-the-fields-of-home/) - Sed ut perspiciatis unde omnis iste natus error sit voluptatem accusantium doloremque laudantium, totam rem aperiam, eaque ipsa quae ab illo inventore veritatis et quasi architecto beatae vitae dicta sunt explicabo. Nemo enim ipsam voluptatem quia voluptas sit aspernatur aut odit aut fugit, sed quia consequuntur magni dolores eos qui ratione voluptatem sequi nesciunt. Neque
- [The Little Red Hen](https://www.banterspeech.com.au/the-little-red-hen/) - Sed ut perspiciatis unde omnis iste natus error sit voluptatem accusantium doloremque laudantium, totam rem aperiam, eaque ipsa quae ab illo inventore veritatis et quasi architecto beatae vitae dicta sunt explicabo. Nemo enim ipsam voluptatem quia voluptas sit aspernatur aut odit aut fugit, sed quia consequuntur magni dolores eos qui ratione voluptatem sequi nesciunt. Neque
- [Lavender Fields Forever](https://www.banterspeech.com.au/lavender-fields-forever/) - Sed ut perspiciatis unde omnis iste natus error sit voluptatem accusantium doloremque laudantium, totam rem aperiam, eaque ipsa quae ab illo inventore veritatis et quasi architecto beatae vitae dicta sunt explicabo. Nemo enim ipsam voluptatem quia voluptas sit aspernatur aut odit aut fugit, sed quia consequuntur magni dolores eos qui ratione voluptatem sequi nesciunt. Neque
- [Companion plants & companion planting](https://www.banterspeech.com.au/companion-plants-companion-planting/) - Sed ut perspiciatis unde omnis iste natus error sit voluptatem accusantium doloremque laudantium, totam rem aperiam, eaque ipsa quae ab illo inventore veritatis et quasi architecto beatae vitae dicta sunt explicabo. Nemo enim ipsam voluptatem quia voluptas sit aspernatur aut odit aut fugit, sed quia consequuntur magni dolores eos qui ratione voluptatem sequi nesciunt. Neque
- [Sunflowers for Sal](https://www.banterspeech.com.au/sunflowers-for-sal/) - Sed ut perspiciatis unde omnis iste natus error sit voluptatem accusantium doloremque laudantium, totam rem aperiam, eaque ipsa quae ab illo inventore veritatis et quasi architecto beatae vitae dicta sunt explicabo. Nemo enim ipsam voluptatem quia voluptas sit aspernatur aut odit aut fugit, sed quia consequuntur magni dolores eos qui ratione voluptatem sequi nesciunt. Neque
- [Establishing a pollinator haven](https://www.banterspeech.com.au/establishing-a-pollinator-haven/) - Sed ut perspiciatis unde omnis iste natus error sit voluptatem accusantium doloremque laudantium, totam rem aperiam, eaque ipsa quae ab illo inventore veritatis et quasi architecto beatae vitae dicta sunt explicabo. Nemo enim ipsam voluptatem quia voluptas sit aspernatur aut odit aut fugit, sed quia consequuntur magni dolores eos qui ratione voluptatem sequi nesciunt. Neque
- [Composting Gold](https://www.banterspeech.com.au/composting-gold/) - Sed ut perspiciatis unde omnis iste natus error sit voluptatem accusantium doloremque laudantium, totam rem aperiam, eaque ipsa quae ab illo inventore veritatis et quasi architecto beatae vitae dicta sunt explicabo. Nemo enim ipsam voluptatem quia voluptas sit aspernatur aut odit aut fugit, sed quia consequuntur magni dolores eos qui ratione voluptatem sequi nesciunt. Neque
- [The Story Wizards' Master Story Builder](https://www.banterspeech.com.au/the-story-wizards-master-story-builder/) - We're wired to tell stories. But some of us - including many children with language and other learning disorders - need a bit of help to get started. In this resource, we explicitly teach children the elements (macrostructure) of a story, model story making, and provide over 30 pages of story prompts to help children plan and tell their own stories!
- [More free resources to help children learn new words](https://www.banterspeech.com.au/more-free-resources-to-help-children-learn-new-words/) - Thanks to everyone who took the time to read our recent blog about helping school-age children learn new words. We’re pleased to now share our free Word Learner and Visual Description Maker
- [Classic Audiobook Resource Pack for children in Kindergarten and Year 1](https://www.banterspeech.com.au/classic-audiobook-resource-pack-for-children-in-kindergarten-and-year-1/) - For parents who are struggling to find the time or energy to read with their kids regularly, we recommend audiobooks. We are pleased to present our classic audiobook resource pack for children in Kindergarten and Year 1 – 36 free audiobook links curated by our speech pathologists to give preschoolers exposure to enriched vocabulary, complex
- [“All models are wrong, but some are useful”: 11 reasons we use the Simple View of Reading to help people with reading difficulties](https://www.banterspeech.com.au/all-models-are-wrong-but-some-are-useful-11-reasons-we-use-the-simple-view-of-reading-to-help-people-with-reading-difficulties/) - The Simple View of Reading, originally proposed by Gough & Tunmer says: Reading comprehension = word recognition x language comprehension.
- [Classic Audiobook Resource Pack for Preschoolers](https://www.banterspeech.com.au/classic-audiobook-resource-pack-for-preschoolers/) - We are pleased to present our classic audiobook resource pack for preschoolers - 20 free audiobook links curated by our speech pathologists
- [DLD Awareness Day](https://www.banterspeech.com.au/dld-awareness-day/) - Today, 15 October 2021, is International Developmental Language Disorder (DLD) Awareness Day and we are pleased to release our second edition, FREE DLD Guide for people with DLD and their families. We have updated and expanded it to summarise recent research and to focus more on inclusion, participation, and quality of life. Get it here. Happy DLD Awareness
- [FAQ: 10 common speech error patterns seen in children of 3-5 years of age - and when you should be concerned](https://www.banterspeech.com.au/10-common-speech-error-patterns-seen-in-children-of-3-5-years-of-age/) - Speech is a wonderfully complex skill, and children need lots of practice to learn how to do it. As with any motor skill, children make plenty of mistakes as they learn to speak clearly. In English, we hear several common patterns of error in children's speech as they grow up. Here are 10 common types
- [Important update: In what order and at what age should my child learn to say his/her consonants? FAQs](https://www.banterspeech.com.au/important-update-in-what-order-and-at-what-age-should-my-child-learn-to-say-his-her-consonants-faqs/) - When I first wrote about this in 2014, I had to hem and haw. I had to hedge my bets because the evidence – frankly – was all over the place! Now I’m thrilled to be able to share an evidence-based set of answers, thanks to a fantastic review of consonant acquisition in 27 languages carried out by Drs Sharynne McLeod and Kathryn Crowe published in late 2018 (see full citation and links below).
- [Beginning readers’ brains are not the same as skilled readers’ brains, so stop teaching beginners to read like they are adult experts](https://www.banterspeech.com.au/beginning-readers-brains-are-not-the-same-as-skilled-readers-brains-so-stop-teaching-beginners-to-read-like-they-are-adult-experts/) - Unlike speech and oral language (talking and listening), reading is biologically unnatural. Most (not all) people learn to understand and to speak their first language without much fuss. But everyone - in every generation, from every culture, in any language - needs to learn to read. As a species, we’ve only been doing it for
- [Banter BOOSTeR Lockdown Issue](https://www.banterspeech.com.au/banter-booster-lockdown-issue/) - Banter BOOSTeR: Ideas, strategies, tips and resources for speech pathologists who manage other speech pathologists properly in private practice Managing speech pathologists in private practice properly is hard work - especially during a pandemic. Need a boost? Welcome to the third issue of Banter BOOSTeR, our free, short newsletter for time-poor speech pathologists who have
- [6 strategies to improve your child's reading comprehension and how to put them into practice](https://www.banterspeech.com.au/6-strategies-to-improve-your-childs-reading-comprehension-and-how-to-put-them-in-practice/) - Reading experts are forever encouraging teachers and parents to teach students "a variety of strategies" to understand and to remember what they read.
- [24 practical ways to help school-aged children cope with language and reading problems at school and home](https://www.banterspeech.com.au/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?
- [Breaking the vicious cycle for older kids with reading problems: how to help](https://www.banterspeech.com.au/breaking-the-vicious-circle-for-older-kids-with-reading-problems-how-to-help/) - Older kids with reading problems get trapped in a vicious circle: because these students don't read well, they generally don't read much. They miss out on countless opportunities for reading practice and for learning from what they have read.
- [Five ways to boost your child's oral language and reading comprehension skills with sequencing](https://www.banterspeech.com.au/five-ways-to-boost-your-childs-oral-language-and-reading-comprehension-skills-with-sequencing/) - Sequencing skills appear to be related to children's oral language and reading comprehension abilities. For example, compared to children aged 8-11 with poor reading comprehension, age-matched children with good reading comprehension skills:
- [Let kids choose their own adventures](https://www.banterspeech.com.au/let-kids-choose-their-own-adventures/) - I love story-telling. That's why I wrote a novel. But, as a speech-language pathologist, there are other reasons I love stories: there's a strong link between the ability to understand and tell stories and later literacy and academic success (Paris & Paris, 2003)
- ["You know, um, veniculars-like, thingies you look through to see far away stuff. I don't know!": How to help school-aged kids to find their words](https://www.banterspeech.com.au/you-know-um-veniculars-like-thingies-you-look-through-to-see-far-away-stuff-i-dont-know-how-to-help-school-aged-kids-to-find-their-words/) - All of us forget the names of things occasionally. But, as with many adults with aphasia, some children have serious problems finding words. Major word-finding problems can wreak havoc on a child's academic and social participation.
- [How to help your school-age child learn new words - the nuts and bolts of how I actually do it in therapy](https://www.banterspeech.com.au/how-to-help-your-school-age-child-learn-new-words-the-nuts-and-bolts-of-how-i-actually-do-it-in-therapy/) - Many school-age children have problems learning new words. In particular, children with language delays and disorders often struggle with vocabulary.
- [Learn to love being stuck in traffic with your kids: here's how](https://www.banterspeech.com.au/learn-to-love-being-stuck-in-traffic-with-your-kids-heres-how/) - If, like me, you live in a city with limited public transport and terrible roads, you'll spend lots of time in the car with your kids. For some of us, that time can feel wasted. Lost. Dead. But it doesn't have to be that way.
- [Read non-fiction books to your late talkers and preschoolers: here's why](https://www.banterspeech.com.au/read-non-fiction-books-to-your-late-talkers-and-preschoolers-heres-why/) - Stories dominate many early childhood classrooms, libraries and homes (e.g. Guo et al., 2013). We love good stories too. But, recently, we've added more non-fiction books into our programs for late-talking and preschooler clients.
- [Starting high school? 6 practical, evidence-based principles to help students succeed at STEM subjects](https://www.banterspeech.com.au/starting-high-school-6-practical-evidence-based-principles-to-help-students-succeed-at-stem-subjects/) - My undergraduate degree is in science, so I'm keen on supporting clients to study and succeed in STEM subjects - Science, Technology, Engineering, Mathematics; and using the latest cognitive science research to help clients achieve their school and life goals. Many students - including students with language, reading and other learning disorders - struggle with STEM subjects because of their limited vocabulary, conceptual, and categorisation skills.
- [Parents: teach categories to your kids to ignite language development](https://www.banterspeech.com.au/parents-teach-categories-to-your-kids-to-ignite-language-development/) - To succeed in life - especially in the Information Age - we need to sort out and organise all the information around us. So how do we learn how to do it?
- [Lockdown and oral language therapy: practical things we can do to make things better for everyone in these tough times](https://www.banterspeech.com.au/lockdown-and-oral-language-therapy-practical-things-we-can-do-to-make-things-better-for-everyone-in-these-tough-times/) - Seven weeks of lockdown in Sydney - and counting - have given us ample time to reflect on our therapy systems and practices. To protect our clients and staff, we’ve had to close our physical clinic temporarily to clients and families. We’ve been operating 100% by telehealth, six days a week. We couldn’t be prouder
- [Stories help students to understand and remember new information. Here’s why.](https://www.banterspeech.com.au/stories-help-students-to-understand-and-remember-new-information-heres-why/) - When I think about gravity, the first thing that pops into my head is an image of an apple falling off the tree and onto Isaac Newton’s head. For water displacement, it’s Archimedes leaping out of a bathtub and running home naked through the streets shouting “Eureka!”. When I hear Beethoven’s Symphony No. 9, I
- [Oral language: what is it and why does it matter so much for school, work, and life success?](https://www.banterspeech.com.au/oral-language-what-is-it-and-why-does-it-matter-so-much-for-school-work-and-life-success/) - Oral language is a wonder. Across time and cultures, most people develop oral language skills without much conscious effort. As a species, oral language has helped us to survive, reproduce, and to cooperate with each other, even in very hostile conditions. As individuals, oral language is crucial for social development, reading comprehension, learning, academic participation, and
- [Locked down with preschoolers?  Free language and reading information and resources to help make things better for everyone in the family - including you!](https://www.banterspeech.com.au/locked-down-with-preschoolers-free-language-and-reading-information-and-resources-to-help-make-things-better-for-everyone-in-the-family-including-you/) - Times are stressful for many of us in lockdown. Lots of things feel out of control, mainly because they are! And things are even tougher for many working parents with preschoolers at home. But, while you can’t do much about the virus, the genes (and personalities) of family members, or the constant juggle of work
- [41 more FREE Audiobooks for children: this time, for students in Years 2 to 6](https://www.banterspeech.com.au/41-more-free-audiobooks-for-children-this-time-for-students-in-years-2-to-6/) - For school-aged kids with reading difficulties like dyslexia, audiobooks can play a big, positive role, in ensuring students continue to be exposed to quality, age-appropriate literature - even if they have difficulty reading them in written form.
- [Is your child in Kindergarten or Year 1? 36 great FREE audiobooks to listen to at home or in the car](https://www.banterspeech.com.au/is-your-child-in-kindergarten-or-year-1-36-great-free-audiobooks-to-listen-to-at-home-or-in-the-car/) - To succeed at school, and in life, it's important that kids have a strong core knowledge of literature, including culturally significant stories and fables.
- [What are the priorities for early reading instruction: should we work on executive functions or focus on word decoding and oral language skills?](https://www.banterspeech.com.au/what-are-the-priorities-for-early-reading-instruction-should-we-work-on-executive-functions-or-focus-on-word-decoding-and-oral-language-skills/) - The Simple View of Reading, originally proposed in 1986 by Gough and Tunmer, suggests that reading comprehension in early school years is best predicted by two factors: the child’s fluent word decoding; and the child’s oral language skills. For example, studies have shown that fluent decoding and language skills, together with the effects of their interactions,
- [Another lockdown freebie: Letter-Sound Video Models for Beginning Readers](https://www.banterspeech.com.au/another-lockdown-freebie-letter-sound-video-models-for-beginning-readers/) - As we settle into another week of lockdown in Sydney, we thought it would be useful to share another free resource to support early reading development. ⁠ In this free video modelling resource (available as a PDF or in Google Slides), we introduce high frequency grapheme-phoneme correspondences (GPCs) following a sequence aligned with the popular
- [Voice disorders in school-aged children are common: 9 things to know](https://www.banterspeech.com.au/voice-disorders-in-school-aged-children-are-common-9-things-to-know/) - Voice disorders can include abnormal pitch, loudness and/or vocal quality, e.g. roughness, strain, frequent loss of voice. The reported incidence of voice disorders in school-aged children varies study by study: from 2% to 23% of students! Vocal nodules - benign growths that form on the vocal folds caused by voice abuse - are particularly common
- [Banter BOOSTeR Issue 2: ideas, strategies, tips and resources for speech pathologists who manage other speech pathologists properly in private practice](https://www.banterspeech.com.au/banter-booster-ideas-strategies-tips-and-resources-for-speech-pathologists-who-manage-other-speech-pathologists-properly-in-private-practice/) - Managing speech pathologists in private practice properly is hard work. Do you need a BOOST? An increase or improvement in your practice?A source of help or encouragement?A gentle “push” from a colleague? Do you want to: increase your skills in degree, amount, size or value?feel more vigor, life, energy, or spirit?make things better in your workplace?work
- [Banter BOOSTeR Launch Issue: ideas, strategies, tips and resources for speech pathologists who manage other speech pathologists properly in private practice while looking after their businesses or caseloads](https://www.banterspeech.com.au/banter-booster-launch-issue-ideas-strategies-tips-and-resources-for-speech-pathologists-who-manage-other-speech-pathologists-properly-in-private-practice-while-looking-after-their-businesses-or-cas/) - Managing speech pathologists in private practice properly is hard work. Do you need a BOOST? An increase or improvement in your practice?A source of help or encouragement?A gentle “push” from a colleague? Do you want to: increase your skills in degree, amount, size or value?feel more vigor, life, energy, or spirit?make things better in your
- [Eight strategies to support children with selective mutism](https://www.banterspeech.com.au/eight-strategies-to-support-children-with-selective-mutism/) - Selective mutism is a persistent failure to speak in specific social situations (e.g. at preschool or school), despite speaking fluently in familiar situations. We’ve written about it here and here and here. So how can families, carers, educators, and others help children with selective mutism? Focus on what the child can do by developing their
- [Help! My bilingual child just started preschool but won't speak! (FAQs on the "Silent Period")](https://www.banterspeech.com.au/help-my-bilingual-child-just-started-preschool-but-wont-speak-faqs-on-the-silent-period/) - First, don't panic. Your child is probably going through the - perfectly normal - "silent period" many kids go through when learning a second language. The Silent Period? The "silent period" is also known as the "silent phase" or the "nonverbal period". We've known about it for decades.
- [When silence is not golden: evidence-based treatment for children with selective mutism](https://www.banterspeech.com.au/when-silence-is-not-golden-evidence-based-treatment-for-children-with-selective-mutism/) - Some children don't talk in select places, e.g. at pre-school and school, despite speaking in other places such as home. This is called selective mutism.
- [The Spoiled Boy: the next exciting instalment of our Scatter-Slayer decodable reader series](https://www.banterspeech.com.au/the-spoiled-boy-the-next-exciting-instalment-of-our-scatter-slayer-decodable-reader-series/) - Introducing The Spoiled Boy: "The boy wears a crown, so you know he must be royal. But he looks silly sitting so importantly in his chair - like a toy doll." Learning to decode words using knowledge of the extended code doesn’t have to be dull. In this, the tenth and latest of our select-your-sequel Scatter-Slayer series
- [Teenagers with DLD are at risk for peer problems, anxiety and depression but we don’t know why](https://www.banterspeech.com.au/teenagers-with-dld-are-at-risk-for-peer-problems-anxiety-and-depression-but-we-dont-know-why/) - Developmental Language Disorder (DLD) affects 7-8% of the population, and is a difficulty with receptive and/or expressive language that cannot be accounted for by any other neurotypical disorders, hearing impairments or global intellectual difficulties. You can read more about DLD, its effects, and treatments here in our DLD Guide for Families. Compared with their typically
- [Screencast from How to Supervise Speech Pathologists Properly in Private Practice](https://www.banterspeech.com.au/screencast-from-how-to-supervise-speech-pathologists-properly-in-private-practice/) - This screencast is part of my new book + video course, “How to Supervise Speech Pathologists Properly in Private Practice”. Learn more about it here. I wrote the book for speech pathologists in private practice who wanted to improve their supervision of staff. It covers professional, functional, workflow and private practice competencies. It also looks at
- [It's live! How to Supervise Speech Pathologists Properly in Private Practice](https://www.banterspeech.com.au/its-live-how-to-supervise-speech-pathologists-properly-in-private-practice/) - Our "How to Supervise Speech Pathologists Properly in Private Practice" book + templates + video course is finally available! Grab it on launch day for 25% off. “How to Supervise Speech Pathologists Properly in Private Practice” is a 210-page book, a companion set of templates, and a video training package that teaches you how to supervise
- [How to Supervise Speech Pathologists Properly in Private Practice: Launch Date - 8 April 2021](https://www.banterspeech.com.au/how-to-supervise-speech-pathologists-properly-in-private-practice-launch-date-8-april-2021/) - When I started this book on Boxing Day 2020, I was expecting to end up with a tiny book of practical supervision tips and tricks I use in my practice everyday. I thought it would be about 40 pages long - a bit like my Launch to Waitlist guide, and that I’d have it done
- [How to supervise speech pathologists properly in private practice - change of launch date](https://www.banterspeech.com.au/how-to-supervise-speech-pathologists-properly-in-private-practice-change-of-launch-date/) - A few weeks ago, I announced that we were launching the supervision book on 16 March. It seems I was a bit ambitious! The main reason for the delay is that it's now 34 chapters long
- [Embrace your accent and speak clearly - lessons from a Global Investment Bank](https://www.banterspeech.com.au/embrace-your-accent-and-speak-clearly-lessons-from-a-global-investment-bank/) - We use the term "accent" in at least a couple of ways - the sounds and pronunciation used by a "native" to speak their first language and the way a non-native speaker pronounces a second language.
- [It's not your accent that's holding you back](https://www.banterspeech.com.au/its-not-your-accent-thats-holding-you-back/) - Telstra Chief Executive Officer David Thodey has been in the press lately talking about customer complaints involving "unintellligible" call-centre operators.
- [Which kind of English is the best? (Hint: none of them)](https://www.banterspeech.com.au/which-kind-of-english-is-the-best-hint-none-of-them/) - With globalisation, English has become a major international language of business and politics. Many different dialects of English are now used in different countries.
- [Another free sample: "How to Supervise Speech Pathologists Properly in Private Practice"](https://www.banterspeech.com.au/another-free-sample-how-to-supervise-speech-pathologists-properly-in-private-practice/) - Here's a quick update about our supervision book: How to Supervise Speech Pathologists Properly in Private Practice. We've finished the text, covering topics like: the eight fundamentals of a good supervision system;practical do's and don'ts for supervisors when setting up supervision systems;the two key functions of supervision;flexible supervision practices mapped to different workflows, combining direct
- [An open letter to my Year 9 son: How to take notes properly for exams and assignments](https://www.banterspeech.com.au/an-open-letter-to-my-year-9-son-how-to-take-notes-properly-for-exams-and-assignments/) - Dear Son Last year, I watched you sitting at your desk, studying hard for exams. I saw you tap furiously away at your school laptop, scroll through online textbooks, and cut and paste paragraphs of text into Google Docs. I saw you fighting the urge - valiantly - to tab out of what you were
- [Free preview: How to Supervise Speech Pathologists Properly in Private Practice](https://www.banterspeech.com.au/free-preview-how-to-supervise-speech-pathologists-properly-in-private-practice/) - Happy New Year! It's been about a month since I announced I was working on How to Supervise Speech Pathologists Properly in Private Practice, so I wanted to share a quick update and give you a sneak peek at what I've been working on. The book is made up of more than 20 chapters, covering the
- [My preschooler stutters: should we do the Lidcombe Program or the Westmead Program (or something else)?](https://www.banterspeech.com.au/my-preschooler-stutters-should-we-do-the-lidcombe-program-or-the-westmead-program-or-something-else/) - We get asked this question a lot. Until very recently - we've had four main problems answering it properly: no published studies comparing the two programs head-to-head*;generally lower quality evidence for the Westmead Program (see below); most of the high-quality, published studies about both the Lidcombe Program and the Westmead Program have been carried out in
- [Reading books with our babies, toddlers and preschoolers: everyone knows we should do it. Here's why.](https://www.banterspeech.com.au/reading-books-with-our-babies-toddlers-and-preschoolers-everyone-knows-we-should-do-it-heres-why/) - Almost everyone recommends that parents should read picture books to their young children every day. Teachers, early learning professionals, speech pathologists, literacy experts, librarians, psychologists, doctors, authors - even celebrities.
- ["There is a time for many words, and there is also a time for sleep."* Why enough sleep is essential for speech and language learning](https://www.banterspeech.com.au/there-is-a-time-for-many-words-and-there-is-also-a-time-for-sleep-why-enough-sleep-is-essential-for-speech-and-language-learning/) - When assessing and treating children and adults with communication disorders, speech pathologists need to ask more questions about sleep.
- [Once upon a... 'who'?](https://www.banterspeech.com.au/once-upon-a-who/) - Just in case you need a laugh, here's me being a bit silly on a free oral language video resource.
- [How to find out if your child has a reading problem (and how to choose the right treatment approach)](https://www.banterspeech.com.au/how-to-find-out-if-your-child-has-a-reading-problem-and-how-to-choose-the-right-treatment-approach/) - There's so much nonsense out there about kids' reading problems and treatments. Unfortunately, lots of education, technology, and health businesses cash in on parents' concerns by selling them expensive products and services unsupported by research evidence.
- [Is your child struggling to read? Here's what works](https://www.banterspeech.com.au/is-your-child-struggling-to-read-heres-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.
- [Dyslexia vs Developmental Language Disorder: same or different, and what do we need to know about their relationship?](https://www.banterspeech.com.au/dyslexia-vs-developmental-language-disorder-same-or-different-and-what-do-we-need-to-know-about-their-relationship/) - #post_excerptDyslexia is a language-based disorder. But so is Developmental Language Disorder (DLD). Are they the same thing?
- [When assessing Kindergarten and Year 1 students for reading difficulties, we should always test spelling. Here's why.](https://www.banterspeech.com.au/when-assessing-kindergarten-and-year-1-students-for-reading-difficulties-we-should-always-test-spelling-heres-why/) - A while back, a worried parent asked me why I was planning to test her early Year 1 child's spelling skills when the child's main difficulty was reading.
- [Why is English spelling so hard? Why and how should we teach it?](https://www.banterspeech.com.au/why-is-english-spelling-so-hard-why-and-how-should-we-teach-it/) - Literacy involves three skills: reading, writing and spelling. But many literacy programs focus only on reading and writing. Lots of us - including the Oxford English Dictionary - define literacy as the ability to read and write.
- [Attention reluctant readers aged 7-12: new Scatter-Slayer Adventures now available!](https://www.banterspeech.com.au/attention-reluctant-readers-aged-7-12-new-scatter-slayer-adventures-now-available/) - Our 'Select-A-Sequel' Scatter-Slayer Adventures continue: The Shark Arcade (, ) and The Glowing Toad (, , ) decodable readers are now available. Designed for devices. Download as a pdf or – for bonus animations – as Google Slides. Where you decide what happens next. Here's a preview: Click here for a free copy of the first instalment in The
- [Not the naughty corner: time-out - a stuttering treatment for children and adults](https://www.banterspeech.com.au/not-the-naughty-corner-time-out-a-stuttering-treatment-for-children-and-adults/) - Lots of stuttering treatments are behavioural therapies. Evidence-based examples include the Lidcombe Program for pre-schoolers who stutter and the Camperdown Program for adults who stutter.
- [Doing two things at once: empowering adults who stutter to make informed choices about their fluency](https://www.banterspeech.com.au/doing-two-things-at-once-empowering-adults-who-stutter-to-make-informed-choices-about-their-fluency/) - Relapse rates for adult stuttering treatments are too high. Even for evidence-based speech restructuring or prolonged speech programs like the Camperdown Program, roughly a third of people treated relapse after treatment.
- [Controlling stuttering: what it feels like in the real world](https://www.banterspeech.com.au/controlling-stuttering-what-it-feels-like-in-the-real-world/) - Speech restructuring or prolonged speech treatments, like the Camperdown Program can help adults who stutter to speak more fluently. But using the technique out in the real world is not as easy.
- [Banter Research Review 1: Stuttering Relapse - Video Self-Modelling vs Cognitive Behaviour Therapy](https://www.banterspeech.com.au/banter-research-review-1-stuttering-relapse-video-self-modelling-vs-cognitive-behaviour-therapy/) - Speech restructuring techniques like the Camperdown Program are effective, evidence-based interventions for adults who stutter. But around one-third of adults treated with speech restructuring relapse within 6-12 months.
- [Does anxiety cause stuttering?](https://www.banterspeech.com.au/does-anxiety-cause-stuttering/) - Anxiety does not cause stuttering, so why do some people who stutter often feel anxious?
- [How to help teenagers who stutter (and their families)](https://www.banterspeech.com.au/how-to-help-teenagers-who-stutter-and-their-families/) - Do you remember the joys of being a teenager? Growth spurts. Hormones amok. Peer-pressured to distraction. Painfully self-conscious. Random thoughts bouncing about the inside of your head like flubber. Fun times! Now just think for a moment about what all this does to a teenager who stutters. Even more fun, right?
- [How to apply our SKIP trick to find and share useful information with your kids](https://www.banterspeech.com.au/how-to-apply-our-skip-trick-to-find-and-share-useful-information-with-your-kids/) - When I'm reading books, feature articles, news, and blogs to improve my parenting, I use a simple framework to help me sift information and to make it useful for our family. I call it my SKIP filter:
- ['When will my late talker start to talk?' Our most FAQ from concerned parents](https://www.banterspeech.com.au/when-will-my-late-talker-start-to-talk/) - Our most frequently asked question from concerned parents. Over the years, we've posted lots of evidence-based information about this important topic on our website. But we made this infographic for families to highlight some of the key points.
- [What is 'pragmatic language'? The social use of language](https://www.banterspeech.com.au/what-is-pragmatic-language-the-social-use-of-language/) - Over the next 14 weeks, David will be lecturing final year speech pathology students at the University of Technology Sydney. While he does that, our team will be making a series of jargon-lite, evidence-based infographics for families about pragmatic language.
- [Pragmatic language for 5-11 year-olds includes (at least) 27 observable behaviours](https://www.banterspeech.com.au/pragmatic-language-for-5-11-year-olds-includes-at-least-27-observable-behaviours/) - 'Pragmatic language' is a complex & sometimes vaguely defined concept. In our second evidence-based infographic, our Speech Pathologist, Cherie Finocchiaro, reviewed a great research paper highlighting 27 behaviours to look for when assessing children with social use of language challenges
- [Key behaviours to look for in the pragmatic (social) language development of children aged 0-5 years](https://www.banterspeech.com.au/key-behaviours-to-look-for-in-the-pragmatic-social-language-development-of-children-aged-0-5-years/) - This week, in our third evidence-based infographic, Emma Robinson takes us further back to look at key social language milestones for 0-5 year olds.
- [Helping Children with Pragmatic (Social) Language Challenges. Some Evidence-based Themes](https://www.banterspeech.com.au/helping-children-with-pragmatic-social-language-challenges-some-evidence-based-themes/) - This week, in our fourth infographic, our Speech Pathologist, Juliana Li, summarises some key themes from our reading of the research about helping children with pragmatic (social) language challenges.
- [5 tips for using video self-modelling to improve pragmatic language skills](https://www.banterspeech.com.au/5-tips-for-using-video-self-modelling-to-improve-pragmatic-language-skills/) - After distilling some key themes of effective pragmatic language interventions last week, we now shift to looking at specific therapy options and techniques. This week, our speech pathologist, Vivien Wong, looks at the evidence for video self-modelling. Related infographics: What is ‘pragmatic language’? The social use of languagePragmatic language for 5-11 year-olds includes (at least)
- [Play-based, peer-mediated pragmatic language intervention for school-aged children](https://www.banterspeech.com.au/play-based-peer-mediated-pragmatic-language-intervention-for-school-aged-children/) - Too many pragmatic language therapies focus on teaching individual skills with structured practice. But pragmatic language is about using social skills out in the real world.
- ["Why should I let my late-talker play with other kids?" Because play promotes learning: here's why and how](https://www.banterspeech.com.au/why-should-i-let-my-late-talker-play-with-other-kids-because-play-promotes-learning-heres-why-and-how/) - Yesterday morning, while sunburning myself to a crisp, I watched my sons muck around at Austinmer beach. They were out of earshot, but appeared to be playing a game where Son 1 would "defend" Son 2 from oncoming waves by diving dramatically in front of him, like a bodyguard shielding a President. After protracted negotiations, the
- [Planning a play date for your child during the school holidays?](https://www.banterspeech.com.au/planning-a-play-date-for-your-child-during-the-school-holidays/) - Play develops motor skills, construction skills, symbolic pretend play, problem-solving, negotiation, reasoning skills, social language skills, independence, creativity and risk-taking in a safe environment.
- [Project-based Pragmatic Language Interventions: The SENSE Theatre](https://www.banterspeech.com.au/project-based-pragmatic-language-interventions-the-sense-theatre/) - SENSE Theatre Intervention: Developed at the Vanderbilt Kennedy Center, the therapy uses theatre games, improvisation, character development, singing, and performance with peer actors to improve pragmatic language of children and adolescents with Autism Spectrum Disorder (ASD).
- [Help your child to fill in the gaps, join the dots, and read between the lines! (Improve inferencing skills for better reading and language comprehension)](https://www.banterspeech.com.au/help-your-child-to-fill-in-the-gaps-join-the-dots-and-read-between-the-lines-improve-inferencing-skills-for-better-reading-and-language-comprehension/) - Roughly 10% of primary school-aged kids have poor reading and oral language comprehension skills relative to age-appropriate word-reading-skills (Cain, 2009). These kids - poor "comprehenders" - are often not picked up within classrooms because they can sound out ("decode") words and read sentences just like good reading comprehenders (e.g. Nation et al., 2004).
- [Help your child to make inferences when reading](https://www.banterspeech.com.au/help-your-child-to-make-inferences-when-reading/) - Inferencing - the ability to join the dots or to read between the lines - is a key life skill. In this week’s infographic, our speech pathologist, Emma Robinson, outlines what we can do to help students of all ages to learn how to do it.
- [So what do Speech Pathologists do?](https://www.banterspeech.com.au/so-what-exactly-do-speech-pathologists-do/) - The scope of what speech pathologists do keeps expanding as more research is published on speech, language, literacy, stuttering, voice, and swallowing disorders.
- [Helping toddlers with their first words - mix it up and make them useful (the words, not the toddlers)!](https://www.banterspeech.com.au/helping-toddlers-with-their-first-words-mix-it-up-and-make-them-useful-the-words-not-the-toddlers/) - The focus for new vocabulary in children with developing language should be on high frequency, re-usable vocabulary that can be combined and used across activities needed throughout their lives.
- [Do we spend too much time on rhyming books? What else should we do to prepare pre-schoolers to read?](https://www.banterspeech.com.au/do-we-spend-too-much-time-on-rhyming-books-what-else-should-we-do-to-prepare-pre-schoolers-to-read/) - A strong predictor of later reading and spelling skills in pre-schoolers is what we call their "phonological awareness". Phonological awareness is a child's ability to attend to, identify and manipulate sounds in spoken words.
- [Jack and Jill and that hill](https://www.banterspeech.com.au/jill-and-that-hill/) - Son 2 came home from his second day of school (okay, this was a couple of weeks ago) with this fine work. I love the look of joy in the kids' faces as they set
- [Speech Talk 1: Steven Pinker - on language](https://www.banterspeech.com.au/interesting-talks-about-speech-and-language-1-steven-pinker-ted-talk/) - Steven Pinker is one of our favourite language scientists. Although he has his critics, he doesn't mask his thoughts with academic jargon and impenetrable prose.
- [Speech Talk 2: Patricia Kuhl - the linguistic genius of babies](https://www.banterspeech.com.au/speech-talk-2-patricia-kuhl/) - Dr Patricia Kuhl has many accolades. Among her achievements and roles, she is a co-director at the Institute for Brain and Learning Sciences at Washington University.
- [FAQ: What's the difference between speech and language?](https://www.banterspeech.com.au/whats-the-difference-between-speech-and-language/) - Speech and language are not the same thing. Language is the method humans use to communicate with each other and can be spoken, signed or written. Speech is one way that we express language.
- [Nursery rhymes sung with an Australian accent](https://www.banterspeech.com.au/nursery-rhymes-sung-with-an-australian-accent/) - For me, there'll always be one - and only one - way to listen to nursery rhymes sung with an Australian accent. I give you, Ms Pasty Biscoe and her greatest work...
- [Speech Talk 3: Raising Awareness of Language Learning Impairments (RALLI)](https://www.banterspeech.com.au/speech-talk-5-raising-awareness-of-language-learning-impairments-ralli/) - How common are language impairments? What does a language impairment actually look like in conversation?
- [Speech Talk 4: Rupal Patel - Prosthetic Voices for people with severe speech problems](https://www.banterspeech.com.au/speech-talk-4-rupal-patel-prosthetic-voices-for-people-with-severe-speech-problems/) - Imagine what it's like for people who have never had a unique voice. It's that scenario that led speech communication and computer science professor Rupal Patel to found VocaliD
- [Power in knowledge: child language risk factors](https://www.banterspeech.com.au/power-in-knowledge-child-language-risk-factors/) - In the absence of a cause, researchers have spent decades looking for correlations between language delays and other factors. From this research, speech pathologists can
- [Speech Talk 5: Alan Siegel - plain English - striving for simplicity](https://www.banterspeech.com.au/speech-talk-5-alan-siegal-plain-english-striving-for-simplicity/) - As a speech pathologist, lawyer, plain English lover and a small business owner, this one is close to my heart! Official documents don't need to be complicated.
- [7 common speech error patterns of 3-5 year olds - and when you should be concerned](https://www.banterspeech.com.au/7-common-speech-error-patterns-of-3-5-year-olds/) - We hear several common patterns of error in children's speech as they grow up. Here are the 7 most common types of error, and the approximate age by which we expect each error to be fixed in typically developing children.
- [Conversations without borders, across generations - a beautiful thing](https://www.banterspeech.com.au/conversations-without-borders-across-generations-a-beautiful-thing/) - Young Brazilian students wanting to practice their English with native speakers. Retirees in Chicago looking for someone to talk with. Put them together and bam! Magic!
- [Welcome to the Jungle. Who's got vocal range?](https://www.banterspeech.com.au/welcome-to-the-jungle-whos-got-vocal-range/) - So here's one for the shower chanteuse or car crooner in all of us: Of the most popular singers of the last 50 years or so, who has the greatest vocal range? The answer is here.
- [What's your story, son?](https://www.banterspeech.com.au/whats-your-story-son/) - If you are unlucky enough to have a significant language problem, you might struggle to understand what your lawyer or the authorities are telling you, if you are charged with an offence.
- [Referrals and Private Health Funds](https://www.banterspeech.com.au/referrals-and-private-health-funds/) - Generally, you do not need a referral from your GP or anyone else to book an appointment with a speech pathologist.
- [Stroke and aphasia awareness talk. Thank you Concord!](https://www.banterspeech.com.au/stroke-and-aphasia-awareness-talk-thank-you-concord/) - Recently, David delivered a free talk on stroke awareness and aphasia to the local community at the Concord Presbyterian Church hall. According to the National Stroke Foundation,
- [Speech pathology homework doesn't have to be boring](https://www.banterspeech.com.au/speech-pathology-homework-doesnt-have-to-be-boring/) - The purpose of speech pathology is to improve communication skills. So why not practice those skills with actual people out in the real world?
- [Robot Talking: another evidence-based option to treat pre-schoolers who stutter](https://www.banterspeech.com.au/robot-talking-another-evidence-based-option-to-treat-pre-schoolers-who-stutter/) - In Australia, there is near consensus among speech pathologists that the Lidcombe Program is the most effective treatment for pre-schoolers who stutter. But if it doesn't work there is another option to consider - the Westmead Program, known also as Robot Talking.
- [When it's hard to slow down: 4 evidence-based ways to slow down your speech rate and increase your intelligibility](https://www.banterspeech.com.au/when-its-hard-to-slow-down-4-evidence-based-ways-to-slow-down-your-speech-rate-and-increase-your-intelligibility/) - Some people struggle to control their rate of speech. And a fast rate of speech seriously reduces their intelligibility - especially when speaking with strangers.
- [Why can't my child understand what others are saying?](https://www.banterspeech.com.au/why-cant-my-child-understand-what-others-are-saying/) - Some children have problems understanding what their parents, teachers and others say to them. For example, they might listen attentively to a story, but not be able to tell you what happened.
- [6 principles we follow when assessing toddlers for language delays and disorders](https://www.banterspeech.com.au/6-principles-we-follow-when-assessing-toddlers-for-language-delays-and-disorders/) - When it comes to assessing toddlers for language delays, speech pathologists should explain clearly what they are doing and why.
- [Child voice therapy - an introduction](https://www.banterspeech.com.au/child-voice-therapy-an-introduction/) - When we set out to help a child with a voice problem, we're literally dealing with a black box - the voice box (also known as the larynx).
- [My child has a voice problem. So what?](https://www.banterspeech.com.au/my-child-has-a-voice-problem-so-what/) - Why should we care about kids' voice disorders? Here are 4 reasons: 1. Not all childhood voice disorders are caused by too much shouting and screaming.
- [Indirect voice therapy: 10 practical things you can do to help your child achieve and keep a healthy voice](https://www.banterspeech.com.au/indirect-voice-therapy-10-practical-things-you-can-do-to-help-your-child-achieve-and-keep-a-healthy-voice/) - Seeing your child suffer because of a voice disorder is awful. But, for many common voice problems, you can help: 1. Dial it down: When chatting, turn down the car radio, TV and/or the Minecraft.
- [Voice therapy for kids who like to talk and talk. When "vocal rest" isn't an option](https://www.banterspeech.com.au/voice-therapy-for-kids-who-like-to-talk-and-talk-when-vocal-rest-isnt-an-option/) - Traditionally, voice therapy for kids with nodules and other common voice problems caused by excessive shouting or talking has been based on "vocal conservation"
- [8 things parents should know about effective language therapy for children: Part I](https://www.banterspeech.com.au/8-things-parents-should-know-about-effective-language-therapy-for-children-part-1/) - What can we do to make child language therapy as effective as possible for our clients and their families? We've identified 8 key elements and here are the first 4.
- [8 things parents should know about effective language therapy for children - Part II](https://www.banterspeech.com.au/8-things-parents-should-know-about-effective-language-therapy-for-children-part-ii/) - In part II of our article, we outline 4 more elements of effective language therapy parents should know.
- [Do you recognise any of these 12 speech-related warning signs that your child might have a hearing problem?](https://www.banterspeech.com.au/do-you-recognise-any-of-these-12-speech-related-warning-signs-that-your-child-might-have-a-hearing-problem/) - Undiagnosed hearing problems can contribute to speech sound disorders. Speech pathologists are trained to spot speech error patterns that are not typical developmental patterns.
- [Secret plans and clever tricks: how young children can fool us into thinking they understand more than they really do](https://www.banterspeech.com.au/secret-plans-and-clever-tricks-how-young-children-can-fool-us-into-thinking-they-understand-more-than-they-really-do/) - To help children with language delays, we need to know whether kids really understand what people are saying to them, or are using strategies to make it appear like they do, when they don't.
- [My pre-schooler stutters and has problems with speech sounds: which one should I treat first?](https://www.banterspeech.com.au/my-pre-schooler-stutters-and-has-problems-with-speech-sounds-which-one-should-i-treat-first/) - We know that 30-40% of children who stutter also have a speech sound disorder. We also know that both stuttering and speech sound disorders can lead to kids being perceived negatively by their peers and even their teachers.
- [Thank you to the Rotary Club of Concord for supporting the Stroke Foundation during National Stroke Week](https://www.banterspeech.com.au/thank-you-to-the-rotary-club-of-concord-for-supporting-the-stroke-foundation-during-national-stroke-week/) - During National Stroke Week in early September, I had the honour of presenting a talk about strokes and aphasia to the members of the Rotary Club of Concord.
- [5 ways for teachers to help children who stutter - tips from people who stutter themselves](https://www.banterspeech.com.au/5-ways-for-teachers-to-help-children-who-stutter-tips-from-people-who-stutter-themselves/) - Last week I attended a public forum co-hosted by the Australian Speak Easy Association and the Australian Stuttering Research Centre. The focus was on how to help school-age children who stutter in the classroom.
- [Sick of the afternoon rush? Speech therapy appointments now available before school or work](https://www.banterspeech.com.au/sick-of-the-afternoon-rush-speech-therapy-appointments-now-available-before-school-or-work/) - We've decided to throw open our shutters earlier on weekday and Saturday mornings. We're now taking assessment and therapy appointments before school and work.
- [FAQ: which action words should I teach my toddler, and how?](https://www.banterspeech.com.au/which-action-words-should-i-teach-my-toddler-and-how/) - When kids get to around two, we expect them to start combining words into short phrases and sentences. To make a sentence you need at least a noun and an action word or verb.
- [Another 3 common speech error patterns of 3-to-5 year olds](https://www.banterspeech.com.au/another-3-common-speech-error-patterns-of-3-to-5-year-olds/) - Way back in April 2014, we identified and explained 7 common speech error patterns (or phonological processes) commonly found in the speech samples of 3-5 year olds.
- [Can language development tips help ESL learners learn English?](https://www.banterspeech.com.au/hot-off-the-presses-can-language-development-tips-help-esl-learners-learn-english/) - Academics from the University of Delaware have identified 6 principles of language development that have implications for how we should go about helping second language learners.
- [Now you can get treatment for your child's stuttering without all those clinic visits](https://www.banterspeech.com.au/now-you-can-get-treatment-for-your-childs-stuttering-without-all-those-clinic-visits/) - Recently, the Australian Stuttering Research Centre published the results of a small clinical trial. Three preschool children who stuttered were treated with the Lidcombe Program, with the standard weekly clinic visits replaced by webcam sessions.
- [25 rules of effective writing from a plain English legend; and my nine all-time favourites](https://www.banterspeech.com.au/25-rules-of-effective-writing-from-a-plain-english-legend-and-my-nine-all-time-favourites/) - My regular readers know I'm a big fan of plain English and Rudolf Flesch. One of my favourite writing books is Dr Flesch's "How to write, speak and think more effectively".
- [The more the merrier? New study on Lidcombe Program group therapy for children who stutter](https://www.banterspeech.com.au/the-more-the-merrier-new-study-on-lidcombe-program-group-therapy-for-children-who-stutter/) - The Lidcombe Program is an evidence-based program that has been proven to be effective for many children who stutter. But it is also resource intensive...
- [How to assess and treat people for communication problems caused by brain injuries](https://www.banterspeech.com.au/how-to-assess-and-treat-people-for-communication-problems-caused-by-brain-injuries/) - As a father of two young boys, the statistics on brain injuries caused or acquired by accidents or other traumas are truly the stuff of nightmares.
- [Is your speech hard for people to comprehend? Research tells us this could be affecting your career prospects](https://www.banterspeech.com.au/is-your-speech-hard-for-people-to-comprehend-research-tells-us-this-could-be-affecting-your-career-prospects/) - We've talked about the importance of intelligibility before. Your comprehensibility is how simple (or hard) it is for a native-listener to understand what you are saying.
- [Mark Pagel - how language transformed humanity](https://www.banterspeech.com.au/mark-pagel-how-language-transformed-humanity/) - Mark Pagel is an evolutionary biologist based in the United Kingdom. We're attracted to his conviction and the humanism on which his theory appears to be based. Key turns of phrase, ideas and theories we took away from this TED talk include: speech as "discrete pulses of sound" used to transfer ideas via language
- [Is your child ready for school? Focusing on what matters most](https://www.banterspeech.com.au/is-your-child-ready-for-school-focusing-on-what-matters-most/) - School readiness is a controversial concept. In Australia, Commonwealth and State governments expect children to be ready for school at around 5 years of age.
- [Early warning signs of possible autism spectrum disorder](https://www.banterspeech.com.au/early-warning-signs-of-possible-autism-spectrum-disorder/) - Kids are rarely diagnosed with autism spectrum disorder before three years of age. But the research tells us that the best time to start intervention is between 18 months and 4 years of age.
- [Common pronunciation challenges for people who do not speak English as a first language: fact sheets](https://www.banterspeech.com.au/common-pronunciation-challenges-for-people-who-do-not-speak-english-as-a-first-language-fact-sheets/) - To help professionals, business owners and others who speak English as a second language well but have some English pronunciation issues, we are compiling some fact sheets about common pronunciation challenges
- [Who we help: meet Rakesh and Alice](https://www.banterspeech.com.au/who-we-help-meet-rakesh-and-alice/) - In addition to traditional speech pathology services for people with communication impairments, we work with professionals, business owners and others who need to improve their professional communication skills to achieve their work and life goals.
- [People with Parkinson's in Sydney: grab those dancing shoes and get moving!](https://www.banterspeech.com.au/people-with-parkinsons-in-sydney-grab-those-dancing-shoes-and-get-moving/) - As an LSVT LOUD-certified speech pathologist, I'm passionate about helping people with Parkinson's overcome their voice and speech problems.
- [The dummy debate: do dummies cause speech problems?](https://www.banterspeech.com.au/the-dummy-debate-do-dummies-cause-speech-problems/) - Dummies, pacifiers, soothers. Whatever you call them, these little objects are lightning rods for controversy, debate and parent guilt.
- [Classic writing tip: let strong nouns and verbs do the work](https://www.banterspeech.com.au/classic-writing-tip-let-strong-nouns-and-verbs-do-the-work/) - Strunk & White's classic writing guide, The Elements of Style, has been derided recently by Steven Pinker. But one of Strunk & White's rules stands unchallenged: write with nouns and verbs.
- [My school-age child stutters. What should I do?](https://www.banterspeech.com.au/my-school-age-child-stutters-what-should-i-do/) - We've got some great, evidence-based stuttering treatments for pre-schoolers and adults. But what about for children who are at school?
- [How to identify and treat young children with both speech and language disorders](https://www.banterspeech.com.au/how-to-identify-and-treat-young-children-with-both-speech-and-language-disorders/) - As speech pathologists helping children with communication problems, it can be tempting to speak of "speech therapy kids" and "language therapy kids" as if they were mutually exclusive
- [How to do a TED Talk - start with the basics](https://www.banterspeech.com.au/how-to-do-a-ted-talk-start-with-the-basics/) - Recently, I read the TEDx Speaker Guide for a client. If you don't know about the TED phenomenon, it's a set of conferences with 1000s of talks available on the Internet for free.
- [How to help our secondary teachers support teenagers with language disorders at school](https://www.banterspeech.com.au/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.
- [FAQ: Auditory Processing Disorder](https://www.banterspeech.com.au/faq-auditory-processing-disorder/) - At least once a month, I get asked about auditory processing disorder (APD), which is also known as central auditory processing disorder. APD is a controversial topic in Australia and overseas
- [Helping adults with long-term language disorders to achieve their goals](https://www.banterspeech.com.au/helping-adults-with-long-term-language-disorders-to-achieve-their-goals/) - Some children with language disorders never catch up to their peers and become adults with language disorders. Outside of research about people with
- [How to write for people with acquired language problems (an example)](https://www.banterspeech.com.au/how-to-write-for-people-with-acquired-language-problems-an-example/) - (A) WHO NEEDS HELP? A person who has: had a stroke hurt their head might need your help. These people might need help to: read
- [How can speech pathologists help youth offenders? A practical framework](https://www.banterspeech.com.au/how-can-speech-pathologists-help-youth-offenders-a-practical-framework/) - For almost 50 years, researchers have observed consistently that youth offenders are much more likely to have communication problems than others.
- [5 resources you can use at home to help your child to read](https://www.banterspeech.com.au/5-resources-you-can-use-at-home-to-help-your-child-to-read/) - In this age of mobile devices and social media, there's a compelling argument that reading is becoming more important for life participation and success - not less. So what skills do our kids need to learn in order to read well?
- [Can LSVT LOUD help people with Parkinson's Disease to swallow safely?](https://www.banterspeech.com.au/can-lsvt-loud-help-people-with-parkinsons-disease-to-swallow-safely/) - As an LSVT LOUD certified speech pathologist, I recently had the opportunity to attend a specialist training seminar on LSVT LOUD and swallowing problems for people with Parkinson's Disease.
- [Helping older students with their reading comprehension. What should we teach and how?](https://www.banterspeech.com.au/helping-older-students-with-their-reading-comprehension-what-should-we-teach-and-how/) - We know a lot about teaching reading comprehension skills to older children with language, reading and learning difficulties. One of my favourite researchers, Dr Teresa Urkrainetz
- [FAQ: Cluttering – is it even a thing?](https://www.banterspeech.com.au/faq-cluttering-is-it-even-a-thing/) - Stuttering isn't the only kind of fluency disorder. But even some speech pathologists haven't heard of "cluttering". As with many other speech disorders, such as childhood apraxia of speech and stuttering, there’s a lot of poor quality information out there about cluttering.
- [Will tongue-wiggling, blowing bubbles, or making funny faces help my child to speak more clearly?](https://www.banterspeech.com.au/will-tongue-wiggling-blowing-bubbles-or-making-funny-faces-help-my-child-to-speak-more-clearly/) - No. Every couple of months, when my spam-filter fails, I get a pretty email from someone trying to sell me "special equipment" to improve my clients' speech sounds or clarity.
- [Are language development and motor development related?](https://www.banterspeech.com.au/are-language-development-and-motor-development-related/) - Many children with language disorders also have a history of motor difficulties, e.g. delays in sitting up independently, crawling and/or walking (Hill, 2001).
- ["He was such a good baby. Never made a sound!" Late babbling as a red flag for potential speech-language delays](https://www.banterspeech.com.au/he-was-such-a-good-baby-never-made-a-sound-late-babbling-as-a-red-flag-for-potential-speech-language-delays/) - Mid-last century, researchers thought that babbling was unrelated to speech (e.g. Carroll, 1960). They were wrong. As almost every parent or carer can attest, babies are noisy from birth!
- ["She doesn't really have a language problem.  She just wasn't paying attention to your tests".  FAQ: ADHD and language disorders](https://www.banterspeech.com.au/she-doesnt-really-have-a-language-problem-she-just-wasnt-paying-attention-to-your-tests-faq-adhd-and-language-disorders/) - When assessing a child with ADHD for a language impairment, what should we do to be confident about the results of our language tests?
- [Foster children at risk of speech and language delays](https://www.banterspeech.com.au/foster-children-at-risk-of-speech-and-language-delays/) - Speech pathologists must advocate for services for people who need them. Today, I want to talk about foster children. According to Barnardos Australia and the Australian
- [Late talkers: how I choose which words to work on first](https://www.banterspeech.com.au/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.
- ["In one ear and out the other". FAQs: working memory and language disorders](https://www.banterspeech.com.au/in-one-ear-and-out-the-other-faqs-working-memory-and-language-disorders/) - "In one ear and out the other." "Doesn't listen to a word I say. He just zones out." When parents describe their children like this, I think about potential working memory problems.
- ["Does Dyslexia Exist?"](https://www.banterspeech.com.au/does-dyslexia-exist/) - For a surefire way to ignite a global debate, simply ask this question in public. That's what Professor Julian "Joe" Elliott and Simon Gibbs did when they published a paper with this title in 2008
- [Upskilling to Treat Severe Childhood Apraxia of Speech (including free training links)](https://www.banterspeech.com.au/upskilling-to-treat-severe-childhood-apraxia-of-speech-including-free-training-links/) - Childhood Apraxia of Speech (CAS) is a persistent disorder that requires therapy. In this video blog, we talk about an important, evidence-based treatment for severe CAS called "Dynamic Temporal and Tactile Cueing", or DTTC. Related articles: Childhood Apraxia of Speech: FAQs and treatment update
- [My child is having emotional and behavioural problems at school. Should I get his language development checked?](https://www.banterspeech.com.au/my-child-is-having-emotional-and-behavioural-problems-at-school-should-i-get-his-language-development-checked/) - Yes, and as soon as practicable. Why? 1. Children with undiagnosed and untreated language disorders are at risk both academically and socially
- [Why I tell parents to point at things to help late talkers to speak](https://www.banterspeech.com.au/why-i-tell-parents-to-point-at-things-more-often-to-help-their-late-talkers-to-speak/) - Most kids gesture before they talk. For example they point at things they want parents to look at, shake their heads to say "no" and tilt their hands to their mouth to tell us they want a drink.
- [15 practical ways to help your son discover a passion for reading](https://www.banterspeech.com.au/15-practical-ways-to-help-your-son-discover-a-passion-for-reading/) - One of my sons would sooner have chewed off his right arm than sit down to read a book - until he discovered Andy Griffith's wonderful Treehouse series.
- [The toddler screen debate: are we asking the wrong question?](https://www.banterspeech.com.au/the-toddler-screen-debate-are-we-asking-the-wrong-question/) - So the "young kids and screens debate" rages on. At one extreme, some argue screens are very bad and that toddlers shouldn't watch them at all.
- [Is your child ready for school? What Kindergarten teachers say](https://www.banterspeech.com.au/is-your-child-ready-for-school-what-kindergarten-teachers-say/) - Around this time of the year, many parents of 4-5 year olds are pulling their hair out trying to decide whether their children should start school next year.
- [Defrazzle and reconnect: tips for families to talk to each other to stimulate language development](https://www.banterspeech.com.au/defrazzle-and-reconnect-tips-for-families-to-talk-to-each-other-to-stimulate-language-development/) - The irony of spending time away from my family to write this post about increasing communication at home isn't lost on me. Nor is the truth about how hard it is to do this stuff in practice!
- [Parkinson's Disease Update: Banter now certified to provide LSVT LOUD!](https://www.banterspeech.com.au/parkinsons-disease-update-banter-now-certified-to-provide-lsvt-loud/) - LSVT LOUD is an evidence-based voice treatment for people with Parkinson's disease based on principles of motor learning and neuroplasticity.
- ["What did you say?" 10 evidence-based ideas to help others understand your speech](https://www.banterspeech.com.au/what-did-you-say-10-evidence-based-ideas-to-help-others-understand-your-speech/) - Speaking is pointless if you're not understood. But opinions diverge on how best to improve intelligibility - or even how to measure it. Having worked with adults and children with a range of communication challenges a few basic themes crop up time and time again when trying to help clients improve their intelligibility.
- [Looking for help with speech, language, literacy, voice or stuttering issues? Ask questions. Know your rights.](https://www.banterspeech.com.au/looking-for-help-with-speech-language-literacy-voice-or-stuttering-issues-ask-questions-know-your-rights/) - Choosing the right speech pathologist can be difficult. You have every right to "shop around" to find someone you trust and feel comfortable with. But, as with many professions, it can be hard to evaluate speech pathologists..
- [Want your writing to sound smarter? Get rid of pointless, long words!](https://www.banterspeech.com.au/want-your-writing-to-sound-smarter-get-rid-of-pointless-long-words/) - The worst thing about reading research articles is the awful writing. Every now and then, an exception pops up: a clear, short article made up of common words spelling out results in Plain English.
- ["He has no idea about others' feelings!" Theory of Mind gaps: FAQs and treatment resources](https://www.banterspeech.com.au/he-has-no-idea-about-others-feelings-theory-of-mind-gaps-faqs-and-treatment-resources/) - "Theory of Mind" (ToM) is often misunderstood. It's about whether you can recognise what you and others are thinking and feeling in different situations.
- ["Stop talking through your nose!" What to do if you can't help it](https://www.banterspeech.com.au/stop-talking-through-your-nose-what-to-do-if-you-cant-help-it/) - Often, Australians get mocked for talking through their noses. But, jokes aside, too much nasal resonance - "hypernasality" - is a real problem for some, regardless of nationality.
- [17 ways to wow your audience with better public speaking](https://www.banterspeech.com.au/17-ways-to-wow-your-audience-with-better-public-speaking/) - Fitter and more curious. Two of my goals for 2016. Men aren't known for multitasking. But I gave it a shot yesterday, listening to a talk by Michael Port on my phone while jog-trudging around Sydney Olympic Park.
- [Defrazzling update: practising what we preach](https://www.banterspeech.com.au/defrazzling-update-practising-what-we-preach/) - Last year, we gave you some tips to promote your kids' language development while having fun with the whole family. Actions speak louder than words. So, this year, we're keen to practice what we preach.
- [How do adenoids and tonsils - and their removal - affect speech?](https://www.banterspeech.com.au/how-do-adenoids-and-tonsils-and-their-removal-affect-speech/) - Some children with speech sound disorders also have problems with their adenoids and tonsils. Sometimes, speech, adenoid and tonsil problems are related. Sometimes, they are not.
- [Defrazzling: Family Project Time: The Local Council Pick-Up](https://www.banterspeech.com.au/defrazzling-family-project-time-the-local-council-pick-up/) - Twice a year, our local council does something wonderful with our rates: it picks up all our broken, faded, tarnished, outmoded, and 'last season' possessions so we can go out into the world and buy even more things we don't need.
- [Thumb and finger sucking: facts and treatment options](https://www.banterspeech.com.au/thumb-and-finger-sucking-facts-and-treatment-options/) - At dinner with friends a few weeks ago, I was asked about thumb and finger sucking - and how to help kids break the habit. As luck would have it, a systematic review of treatments was published in 2015 by one of my favourite independent research centres, the Cochrane Collaboration.
- [Common accent challenges: more free pronunciation fact sheets](https://www.banterspeech.com.au/common-accent-challenges-more-free-pronunciation-fact-sheets/) - Working on your accent? Helping a non-native English speaker to be better understood? We're pleased to introduce our free fact sheets about common accent issues and training targets, now UPDATED to include common issues for even more languages, including Mandarin Chinese, Korean, Hindi and Vietnamese.
- [Speech-language therapy to help teens to text? Are you joking?](https://www.banterspeech.com.au/speech-language-therapy-to-help-teens-to-text-are-you-joking/) - Many teenagers love texting and see it as an integral part of their social lives. Almost all teenagers and young adults in developed countries like the US, UK and Australia have mobile phones (e.g. Nordicom, 2009).
- [Defrazzle: Stuck in a rut? Do something random!](https://www.banterspeech.com.au/defrazzle-stuck-in-a-rut-do-something-random/) - When the kids were toddler-young, we lived in Hong Kong. Every Sunday, we'd choose a random train station on the map, load up the pram, and head out the door. We never knew what to expect, which is what made the trips so fun and memorable.
- [Late-talkers: kick-start language with these verbs](https://www.banterspeech.com.au/late-talkers-the-importance-of-verbs-to-kick-start-language-development-2016-research-update/) - 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).
- [Defrazzle: Ironfest (huzzah!)](https://www.banterspeech.com.au/defrazzle-ironfest-huzzah/) - A (possibly unneeded) confession: I'm a nerd. Amongst other geeky matters, I dig steampunk goggles and monocles, superheroes, penny-farthings, blacksmith-wrought sculptures, jousting medieval knights
- [Back-to-school study skill: 3 steps to remember any 10 things in order](https://www.banterspeech.com.au/back-to-school-study-skill-3-steps-to-remember-any-10-things-in-order/) - Working smarter, not harder, is the key to doing well at school and in life. Having a toolbox of effective study skills saves hours of work and stress, especially for events like the Higher School Certificate, University exams, or job interviews. One tool I've used countless times during my education and career is a memory peg system.
- [How to improve exam results: 9 free evidence-based DIY strategies](https://www.banterspeech.com.au/how-to-improve-exam-results-9-free-evidence-based-diy-strategies/) - I can't cook, read blueprints, or dress with style. But I'm good at exams. Not because I'm special or gifted. My "secret" is boring and simple: as a young adult, I learned how to study properly.
- [Worried about the HSC? 8 practical (and free) things you can do this week to get ready](https://www.banterspeech.com.au/worried-about-the-hsc-8-practical-and-free-things-you-can-do-this-week-to-get-ready/) - For young adults doing the HSC, 2020 might seem daunting. So much information to absorb, with so little time! And spare a thought for students with language disorders, reading problems and other learning difficulties. Many overwhelmed students don't know where to start. Fear not! To help our clients and readers, we've been talking to recent HSC
- [My voice shakes: what can I do about it?](https://www.banterspeech.com.au/my-voice-shakes-what-can-i-do-about-it/) - For me, it happened most memorably during my first ever court appearance as a lawyer. It was a simple procedural mention in a mid-level court in central Sydney. I'd had two coffees, four hours sleep, memorised my lines like a classically-trained actor, and arrived 30 minutes early to nab the best spot.
- [I'm an adult who lisps. Do I need speech therapy?](https://www.banterspeech.com.au/im-an-adult-who-lisps-do-i-need-speech-therapy/) - Not unless you want help. Before the age of six, it's relatively common for children to lisp /s/ and /z/ sounds. But, for some adults, a lisp can be embarrassing, affecting their social activities and/or professional life.
- [Come on Dad! What we can do to help our kids’ language development](https://www.banterspeech.com.au/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 work.
- [Why does the Lidcombe Program for childhood stuttering work: a case of "words will never hurt me"?](https://www.banterspeech.com.au/why-does-the-lidcombe-program-for-childhood-stuttering-work-a-case-of-words-will-never-hurt-me/) - The Lidcombe Program is an effective stuttering treatment for children under 6 years of age. Lidcombe Program treatment is 7.5 times more likely to reduce stuttering than natural recovery (Onslow et al., 2012).
- [How to improve the lives of people with dementia in long term care: applying Montessori principles](https://www.banterspeech.com.au/how-to-improve-the-lives-of-people-with-dementia-in-long-term-care-applying-montessori-principles/) - No-one wants to end up in a prison-like nursing home, but some of us will. And, although it's not always polite to raise the issue, we're all getting older: especially those folk in the Baby Boomer generation.
- [Creating futures: how speech pathologists can help kids and young adults build skills to succeed in the 21st Century](https://www.banterspeech.com.au/creating-futures-how-speech-pathologists-can-help-kids-and-young-adults-build-skills-to-succeed-in-the-21st-century/) - Back when I was a young man (ahem!), career success as a white collar professional meant going to university, doing a professional degree, getting a good graduate job with a top firm, scoring a few promotions and becoming a boss.
- [My child used to be so good at maths. What happened?](https://www.banterspeech.com.au/my-child-used-to-be-so-good-at-maths-what-happened/) - This is a question I get asked fairly regularly by worried parents of kids, usually in Year 2 or 3. And I start by checking language skills. Why? Language learning impairments are common, but often missed in pre-schoolers and kindergarten kids.
- [Can I do stuttering therapy online via video calls?](https://www.banterspeech.com.au/can-i-do-stuttering-therapy-online-via-video-calls/) - Yes. From the comforts of a big city, it might not seem like there's a shortage of speech pathologists with decent stuttering assessment and therapy experience. But there is. Too often, simple things have stopped people who stutter from getting the help they need, when they need it.
- [Let's cut to the chase: when should I seek help from a speech pathologist for my child?](https://www.banterspeech.com.au/lets-cut-to-the-chase-when-should-i-seek-help-from-a-speech-pathologist-for-my-child/) - There's an urgent need for speech pathologists to give people better information about common communication impairments. In this article, we answer some questions about speech pathology and common communication problems.
- [The Verb & Pronoun Workout](https://www.banterspeech.com.au/the-verb-pronoun-workout/) - Any regular reader of our articles will know that we love working on verbs - action words like "jump", "kick", "think", "write" and "saw" - for clients with language learning impairments.
- [Why us? 11 reasons](https://www.banterspeech.com.au/why-us-11-reasons/) - 1. Welcoming. We love talking to people from all walks of life and we're here to help. All our team members are trained in supporting people with communication needs and their families. We're happy to answer your questions about our services and to make bookings in our clinic, by phone, text or email.
- [Books with verbs to level up your child's language development: 24 of the best](https://www.banterspeech.com.au/books-with-verbs-to-level-up-your-childs-language-development-24-of-the-best/) - Yes, OK! I know I go on and on about the power of verbs to power (drive, propel, and kick-start) language development. I can't stop (or cease, or desist, or refrain from) it! Yes, lots of kids and adults benefit from targeted practice. But you can also do great work with books, too: especially with pre-schoolers and younger school-aged kids.
- [Parent dilemma: What to do when your child stutters and has speech sound problems - research update](https://www.banterspeech.com.au/parent-dilemma-what-to-do-when-your-child-stutters-and-has-speech-sound-problems-research-update/) - Stuttering can have a big, negative effect on a young child's life. So, too, can having a speech disorder. Early treatment is important for each. So what should you do if your child has both problems?
- [Double trouble? Why twins are at an increased risk of language disorders (and what you can do to help them)](https://www.banterspeech.com.au/double-trouble-why-twins-are-at-an-increased-risk-of-language-disorders-and-what-you-can-do-to-help-them/) - For more than 80 years, we've known that - on average - twins develop language more slowly than single children (e.g. Day, 1932). More recent studies have shown that twins - particularly boys - have a higher risk of developmental language disorders
- [Don't let poor writing hold you back - how to get help](https://www.banterspeech.com.au/dont-let-poor-writing-hold-you-back-how-to-get-help/) - To get ahead in most workplaces, secondary and technical colleges, and universities, you need to communicate well. This includes writing effectively.
- [If my close relative, Bob, had a stroke causing aphasia, what would I want from his speech pathologist?](https://www.banterspeech.com.au/if-my-close-relative-bob-had-a-stroke-causing-aphasia-what-would-i-want-from-his-speech-pathologist/) - If my close relative - let's call him Bob - had a stroke that included language loss ("aphasia"), I would want him to see a speech pathologist as soon as possible. I would want his speech pathologist to:
- [Your right to know: long-term social effects of language disorders](https://www.banterspeech.com.au/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 young adults, too.
- [Defrazzle Time to improve your child's behaviour and language skills](https://www.banterspeech.com.au/start-2017-off-on-the-right-foot-defrazzle-time-to-improve-your-childs-behaviour-and-language-skills/) - I'm not one for New Year's resolutions. But, in 2017, I'm keen to be a better dad, husband and speech pathologist. I also want to share more practical, evidence-based strategies people can use to improve their lives.
- [How to slow down your speech: do we need a new approach?](https://www.banterspeech.com.au/how-to-slow-down-your-speech-do-we-need-a-new-approach/) - Exceptionally fast talking isn't rare. It's even got a fancy scientific name: tachylalia. (It's Greek, meaning "swift chatter". ) I don't like the term: It's pointless jargon for excessively rapid speech. It sounds like a "disorder", which is not always the case.
- [Off the cuff: How to give an impromptu speech without embarrassing yourself](https://www.banterspeech.com.au/off-the-cuff-how-to-give-an-impromptu-speech-without-embarrassing-yourself/) - "And now I'd like to invite him up here to say a few words. David, take it away." Words that to this day fill me with dread. When prepared, I'm a decent public speaker. As a speech pathologist and lawyer, I know a fair bit about voice control, effective gestures, good enunciation, and the need for compelling content. But impromptu speakers - speakers who are great at standing up and giving speeches without much preparation time - need additional qualities
- [Hyperlexia: FAQs](https://www.banterspeech.com.au/hyperlexia-faqs/) - 1. Hyperlexia*: what is it? Hyperlexia is a condition where a person - often a young child - has word-reading skills that are far above his or her reading comprehension skills, verbal functioning level, or general cognitive functioning.
- [Teaching the alphabet to your child? Here's what you need to know](https://www.banterspeech.com.au/teaching-the-alphabet-to-your-child-heres-what-you-need-to-know/) - 1. Letter names are not the same as speech sounds. In English: (a) writing takes the form of a sound-based, alphabetic code. The letters we use are to a large extent determined by how words sound; (b) letters of the alphabet have names (e.g. "a", "b" and "c", which we pronounce as "ay", "bee" and "see", respectively);
- ["I don't understand what I'm reading" - reading comprehension problems (and what to do about them)](https://www.banterspeech.com.au/i-dont-understand-what-im-reading-reading-comprehension-problems-and-what-to-do-about-them/) - The whole point of reading - for education, work, social activities, self-improvement, community participation, or entertainment - is of course to understand the words that you're reading. Reading comprehension is crucial for success at school and life. Reading comprehension depends on two main things: word decoding skills (the ability to convert print into sound and
- [More verb-charged books to ignite your child's language development](https://www.banterspeech.com.au/more-verb-charged-books-to-ignite-your-childs-language-development/) - Dear readers: I have a confession to make. I'm a monomaniac: I have an obsessive preoccupation with one thing: Verbs. As a parent and speech pathologist, I just can't get enough of them.
- [Kick-start your child's reading with speech sound knowledge (phonological awareness)](https://www.banterspeech.com.au/kick-start-your-childs-reading-with-speech-sound-knowledge-phonological-awareness/) - To learn to read properly, phonological awareness is: one of the [Big Five skills] kids need to know; and one of the three so-called "cognitive foundations" of literacy (Hulme & Snowling, 2013).
- [What else helps struggling readers? The evidence for "morphological awareness" training](https://www.banterspeech.com.au/what-else-helps-struggling-readers-the-evidence-for-morphological-awareness-training/) - We've talked a lot about the "Big 5" essential skills kids need to master to learn to read. But phonological awareness, vocabulary, synthetic phonics, comprehension and fluency skills are not the only things that can help struggling readers - especially for children who also have developmental language, speech sound or other learning disorders.
- ["I'm not a child!" How to get help for a teenager or adult you love who can't read](https://www.banterspeech.com.au/im-not-a-child-how-to-get-help-for-a-teenager-or-adult-you-love-who-cant-read/) - Imagine for a moment that you can't read or write; even at a basic level: How would you apply for, find or hold down work? If you found work, how could you review your employment contract? How would you communicate with workmates? If you couldn't find work, how could you get help with basic needs
- [Preparing your pre-schooler to learn to read: skills to focus on first](https://www.banterspeech.com.au/preparing-your-pre-schooler-to-learn-to-read-skills-to-focus-on-first/) - What can we do to help our pre-schoolers get ready to read without being accused of helicopter-parenting? A lazy Google search will confirm there are loads of courses and programs marketed to worried parents of pre-schoolers. Many are not supported by evidence.
- [Which books should I use in stuttering therapy with my child? Here are our favourite six kinds, with examples](https://www.banterspeech.com.au/which-books-should-i-use-in-stuttering-therapy-with-my-child-here-are-our-favourite-five-kinds-with-examples/) - "Help! I need some ideas!" A common - and understandable - request from parents and other carers when you work with children who stutter. Whether your child is doing the Lidcombe Program, the Westmead Program or a hybrid of the two, books are an inexpensive, portable, and (for most children) enjoyable way to get that daily
- [For reading, school and life success, which words should we teach our kids? How should we do it?](https://www.banterspeech.com.au/for-reading-school-and-life-success-which-words-should-we-teach-our-kids-how-should-we-do-it/) - To do well at school and in life, kids and adults need to know and to use lots of words. The words we know and use - our vocabulary - has a big impact on our success at school and work. Vocabulary is one of the Big 5 skills we need to read well
- ["My son (daughter) has been diagnosed with a developmental language disorder. How much treatment should he (she) get? How often?"](https://www.banterspeech.com.au/my-son-daughter-has-been-diagnosed-with-a-developmental-language-disorder-how-much-treatment-should-he-she-get-how-often/) - Until very recently, the answer to these very important questions has been: "We don't know." (See, for example, Warren et al., 2007.) This is unsatisfactory for several reasons:
- [Why preschoolers with unclear speech are at risk of later reading problems: red flags to seek help](https://www.banterspeech.com.au/why-preschoolers-with-unclear-speech-are-at-risk-of-later-reading-problems-red-flags-to-seek-help/) - For over 20 years we've known that preschoolers with speech sound disorders have an increased risk of later reading difficulties. Spoken words and written words rely on the same underlying knowledge: mental models we develop about the speech sounds that make up our spoken words. When kids learn to read, they use their sound models to sound out written words.
- [How to speak with people who stutter: do we need rules?](https://www.banterspeech.com.au/how-to-speak-with-people-who-stutter-do-we-need-rules/) - Some people are visibly uncomfortable when they meet someone who stutters. They might stare at the person, like a deer caught in headlights. Or they might look away, as if the person were a solar eclipse. Some people freak out completely. I've seen it happen in my waiting room. It's awful for everyone involved -
- ["I can't hear myself think!" The compelling case for quiet classrooms](https://www.banterspeech.com.au/i-cant-hear-myself-think-the-compelling-case-for-quiet-classrooms/) - Education theories abound about the best set-up for classrooms. As a parent, I know different school systems, principals, teachers, and families have strong and divergent views on the topic. As a speech pathologist, my chief concern with classroom set-ups is whether they help kids to understand what they're taught - especially kids with speech, developmental
- [Exciting times at Banter: introducing Speech Pathologist Brittany Richardson](https://www.banterspeech.com.au/exciting-times-at-banter-introducing-speech-pathologist-brittany-richardson/) - With speech, language, stuttering and other communication issues, early help is often the best help. We know how frustrating it can be to wait to see a well-trained speech pathologist. So we're excited to announce that Speech Pathologist Brittany Richardson has joined our busy team in North Strathfield! Like David and Kate, Brittany holds a Master
- [Defrazzle, explore, re-engage and stimulate higher level language skills with new sights and sounds](https://www.banterspeech.com.au/defrazzle-explore-re-engage-and-stimulate-higher-level-language-skills-with-new-sights-and-sounds/) - If you want your kids to talk more, follow their interests. If their interests seem to orbit sluggishly around iPads and Play Stations, jolt them awake with new sights and sounds. Anything unexpected will do!
- [We're Open!](https://www.banterspeech.com.au/were-open/) - On behalf of the Banter Speech & Language team, We're thrilled to announce that our new clinic - at 115 Queen Street, North Strathfield - is officially open!
- [Yes to the Phonics Screening Check: my 'Why' in 10 points](https://www.banterspeech.com.au/yes-to-the-phonics-screening-check-my-why-in-10-points/) - A few readers have asked for my views on the proposed Phonics Screening Check for all year 1 students in Australia. I'm against testing kids for testing's sake. I know many overworked, and under-resourced teachers oppose the check for a range of reasons.
- [Stuttering: will my child recover? Factors that predict recovery and why you shouldn't wait](https://www.banterspeech.com.au/stuttering-will-my-child-recover-factors-that-predict-recovery-and-why-you-shouldnt-wait/) - About 4% to 8% of children stutter at some point during early childhood (Yairi & Ambrose, 2013). Stuttering usually starts without warning between the ages of 2 1/2 and 4 years of age. Here's the good news: at least 80% of young children who stutter will recover spontaneously (Reilly et al., 2013). Now, the bad news:
- [Dear Santa: 13 tried-and-tested stocking-stuffer books for preschoolers](https://www.banterspeech.com.au/dear-santa-13-tried-and-tested-stocking-stuffer-books-for-preschoolers/) - Poor Santa! So many presents to find, for so many little people, with so little time! Luckily, we've been on the case, searching high and low for the best books to help stimulate preschoolers' language development - from the Galston Rotary Giant Book Fair to the Scholastic Super Book Sale at Sydney Olympic Park.
- [Read non-fiction books to your kids, part 2: our booklist!](https://www.banterspeech.com.au/read-non-fiction-books-to-your-kids-part-2-our-booklist/) - We promised. Now here it is: our favourite non-fiction books for late talkers, preschoolers and young school-aged kids!
- [10 great words to teach young high-schoolers (and why) - with brilliant free resources!](https://www.banterspeech.com.au/10-great-words-to-teach-young-high-schoolers-and-why-with-brilliant-free-resources/) - Welcome to 2018, dear readers! Over the last years, we’ve published hundreds of free articles, and ebooks summarising some of the latest research about speech, language, reading, stuttering, accent management and voice. You can access them all, anytime, on our new website.
- [Free resources to help our preschoolers and primary school-age kids to read](https://www.banterspeech.com.au/free-resources-to-help-our-preschoolers-and-primary-school-age-kids-to-read/) - To help our kids to read, we need good tools to put independent, peer-reviewed research into practice. Decades of research tells us that kids need phonological awareness, vocabulary, synthetic phonics, comprehension and fluency skills to read well. The challenge is how to teach these skills to kids with reading difficulties.
- [How do babies and toddlers choose their first words?](https://www.banterspeech.com.au/how-do-babies-and-toddlers-choose-their-first-words/) - As a speech pathologist, I'm probably a bit biased. But watching a typical child's language and speech sound systems blossom is - truly - a wonder to behold. Language and speech sounds are not the same thing. Babies and toddlers can babble meaninglessly. They can also communicate specific messages in detail without speech, e.g. with gestures.
- [Homework: 14 practical ways to help kids help themselves (without the wailing or gnashing of teeth)](https://www.banterspeech.com.au/homework-14-practical-ways-to-help-kids-help-themselves-without-the-wailing-or-gnashing-of-teeth/) - Many parents of primary school-aged kids - me included - are in two minds about homework. It can go either way: At its best, homework helps kids learn, sparks curiosity, makes them feel independent, in control, and motivated, promotes self-study skills and encourages self-reliance. At its worst, homework can lower motivation, decrease interest in school subjects and school, and lead to conflict between kids and their parents (e.g. Cooper et al., 2012).
- [Banter Speech & Language](https://www.banterspeech.com.au/our-clinic/) - Welcome to Banter Speech & Language. Sydney speech pathologists assessing and treating adults and children for speech, language, literacy, stuttering, and other communication issues. Call (02) 8757-3838 to make an appointment. 115 Queen Street, North Strathfield.
- [Yikes! Look at that pencil grip (and what to do about it)](https://www.banterspeech.com.au/yikes-look-at-that-pencil-grip-and-what-to-do-about-it/) - Speech pathologists aren't handwriting experts. For the mechanics of how to form letters, we defer to our friends, the Occupational Therapists. But, these days, lots of clients are coming into our clinic with little or no idea about how to hold a pencil. For kids with language or reading problems, poor pencil grip and handwriting can be yet another thing getting in the way of their success.
- [A voice treatment for Parkinson's Disease that works: LSVT LOUD (radio interview)](https://www.banterspeech.com.au/a-voice-treatment-for-parkinsons-disease-that-works-lsvt-loud-radio-interview/) - It's just not good enough! Voice problems - especially speaking too quietly - are a common symptom of Parkinson's Disease, affecting between 65-90% of people with the disease. Losing your volume can be devastating for your quality of life, career, and your family. Effective, evidence-based treatments to increase volume have been around for decades, including the LSVT LOUD program. Despite these facts, as few as 3-4% of people with Parkinson's currently get help with their voices.
- [Why are boys more at risk for reading problems like dyslexia than girls?](https://www.banterspeech.com.au/why-are-boys-more-at-risk-for-reading-problems-like-dyslexia-than-girls/) - Peer-reviewed evidence tells us that boys are 3-5 times more likely than girls to be referred to professionals for help with reading difficulties, including dyslexia; on average, boys don't do as well as girls on standardised reading tests; boys' performance on reading tests tends to be more variable than girls; and boys are over-represented in the population of children with significant reading difficulties like dyslexia. Why?
- [Real world things your child should know before starting school I: position words (prepositions), places, home address, and directions](https://www.banterspeech.com.au/real-world-things-your-child-should-know-before-starting-school-i-position-words-prepositions-places-home-address-and-directions/) - Recently, we've seen a worrying increase in the number of preschoolers - with and without language issues - who don't know where they live or how to describe where things are in space. While lots of early education products and services cater for things like learning numbers, colours and shapes, we think that knowing how to describe where you live and where things are is more important - especially for safety reasons.
- [Can middle ear infections affect speech development?](https://www.banterspeech.com.au/can-middle-ear-infections-affect-speech-development/) - In the short term, "yes". In the long term, we're not entirely sure - but probably not for otherwise healthy kids who get appropriate treatment.
- [Resources to learn grammar: using auditory bombardment to improve kids' expression and grammar skills](https://www.banterspeech.com.au/resources-to-learn-grammar-using-auditory-bombardment-to-improve-kids-expression-and-grammar-skills/) - "Is there anything I can do at home to help my child put their words together in the right way?" A question I get asked regularly by parents. The answer is "Yes: lots of things". Today, we'll look at one of the best combinations for helping kids with their expressive language: recasting with modelling.
- [For struggling school kids, what's the difference between seeing a speech pathologist and a tutor?](https://www.banterspeech.com.au/for-struggling-school-kids-whats-the-difference-between-seeing-a-speech-pathologist-and-a-tutor/) - Over the years, parents have asked me this a few times. I've also been asked why speech pathologists are allied health workers; whereas most tutors come from teaching or education backgrounds.
- [Following instructions: why so many of us struggle with more than one step](https://www.banterspeech.com.au/following-instructions-why-so-many-of-us-struggle-with-more-than-one-step/) - The ability to follow instructions like those above is a big advantage. It helps to carry out learning activities and to succeed in tests. It can make you seem more diligent and responsible (especially to teachers, workmates and peers). And it can help you to navigate to new places and to deal with new situations (e.g. high school, or jobs).
- [Parents: are we being too hard on ourselves?](https://www.banterspeech.com.au/parents-are-we-being-too-hard-on-ourselves/) - My oldest son starts high school tomorrow. Yikes! Like most parents, I'm proud of my kids. But I also worry. Have I done enough - am I doing enough - to help raise my sons to be good, responsible, happy, curious, adventurous, young men who are prepared take on the world and to chase their dreams?
- [My child struggles to understand what she's reading. Should I give her a text-to-speech tool?](https://www.banterspeech.com.au/my-child-struggles-to-understand-what-shes-reading-should-i-give-her-a-text-to-speech-tool/) - Text-to-speech and read-along software tools are being used in many homes and schools to help students and others with reading comprehension difficulties. Are they a good idea?
- [Banter Evidence Snapshots: bite-sized speech, language, literacy and stuttering resources for busy families](https://www.banterspeech.com.au/banter-evidence-snapshots-bite-sized-speech-language-literacy-and-stuttering-resources-for-busy-families/) - To make life easier for our clients and readers, we're pleased to present new, one-page infographics summarising our most popular articles. We call them Banter Evidence Snapshots.
- [Banter Evidence Snapshot: Stuttering - will my child recover? Why you shouldn't wait to treat it](https://www.banterspeech.com.au/banter-evidence-snapshot-stuttering-will-my-child-recover-why-you-shouldnt-wait-to-treat-it/) - About 4% to 8% of children stutter at some point during early childhood (Yairi & Ambrose, 2013). Stuttering usually starts without warning between the ages of 2 1/2 and 4 years of age.
- [Banter Evidence Snapshot: Developmental Language Disorder and ADHD - 10 things to know](https://www.banterspeech.com.au/banter-evidence-snapshot-developmental-language-disorder-and-adhd-10-things-to-know/) - To read our full article, check out: "She doesn't really have a language problem. She just wasn't paying attention to your tests." FAQ: ADHD and language disorders For other Banter Evidence Snapshots, see here.
- [Banter Evidence Snapshot: Can middle ear infections affect speech development? 9 points to think about](https://www.banterspeech.com.au/banter-evidence-snapshot-can-middle-ear-infections-affect-speech-development-9-points-to-think-about/) - The middle ear conducts speech and other sounds from the outer ear to the inner ear. Middle ear infections – also called otitis media – are inflammations of the middle ear caused by viruses or bacteria.
- [Want better school results?  Avoid the hype and use free, evidence-based learning strategies](https://www.banterspeech.com.au/want-better-school-results-avoid-the-hype-and-use-free-evidence-based-learning-strategies/) - Several commercial working memory and "brain training" products and services claim to increase cognitive function and academic achievement. Unfortunately, it's not that easy.
- [Banter Evidence Snapshot: 12 evidence-based principles we apply to help kids who are struggling to read](https://www.banterspeech.com.au/banter-evidence-snapshot-12-evidence-based-principles-we-apply-to-help-kids-who-are-struggling-to-read/) - To read our full article, check out: Is your child struggling to read? Here's what works For other Banter Evidence Snapshots, see here.
- [Banter Evidence Snapshot: Point it out: 10 reasons to use gestures around your kids](https://www.banterspeech.com.au/banter-evidence-snapshot-point-it-out-10-reasons-to-use-gestures-around-your-kids/) - To read our full article, check out: Why I tell parents to point at things to help late talkers to speak
- [29 free resources for speech pathologists in private practice to improve client care (and 11 other useful ideas)](https://www.banterspeech.com.au/9309-2/) - 29 free resources for speech pathologists in private practice to improve client care (and 11 other useful ideas) As a profession, speech pathologists are generous to a fault. I've discovered that most speech pathologists (including very senior academics and over-worked clinicians) are delighted to share their knowledge with those of us in private practice. The
- [Banter Evidence Snapshot: Thumb and finger sucking: 8 things parents should know](https://www.banterspeech.com.au/banter-evidence-snapshot-thumb-and-finger-sucking-8-things-parents-should-know/) - Thumb sucking is a habit lots of kids acquire to comfort and calm themselves. It can start as early as the 29th week of pregnancy and peaks at about 18-21 months of age.
- [Why poor kids are more likely to be poor readers (and what we can do about it)](https://www.banterspeech.com.au/its-no-disgrace-to-be-poor-but-when-it-comes-to-reading-it-might-as-well-be-why-poor-kids-are-more-likely-to-be-poor-readers/) - Why am I writing about poverty on a speech pathology blog? And what does poverty have to do with reading? Well, it turns out poverty has a huge, well-known, and negative impact on literacy achievement in all English-speaking countries.
- [Do braces affect speech? If so, how, and for how long?](https://www.banterspeech.com.au/do-braces-affect-speech-if-so-how-and-for-how-long/) - Some questions we get asked from time to time are: 1. do braces affect speech? 2. if so, in what ways? 3. if so, for how long? 4. if so, should we hold off on speech therapy?
- [Language Stimulation Tip of the Week: Modelling](https://www.banterspeech.com.au/language-stimulation-tip-of-the-week-modelling/) - Our Language Stimulation Tip for this week is Modelling. Modelling means giving your child lots of examples of a particular word form or sentence structure.
- [68 FREE resources and tips to help your child improve their social skills by understanding what others are thinking and feeling](https://www.banterspeech.com.au/68-free-resources-and-tips-to-help-your-child-improve-their-social-skills-by-understanding-what-others-are-thinking-and-feeling/) - Some children have difficulties understanding others' feelings and perspectives. They may have trouble fitting in and making friends, e.g. in the classroom, the school playground, at birthday parties, in team sports, and in other social situations.
- [Staying human in a tech-soaked world: 7 modest tips to make your family life better](https://www.banterspeech.com.au/staying-human-in-a-tech-soaked-world-7-modest-tips-to-make-your-family-life-better/) - Hands up if you've figured out how to balance your family's screen time with real world activities? Not me! In our household, we have some good weeks - daily conversations at the dinner table, and real world adventures. Then, something will come up - usually work or school-related (or both) - and out come those
- [Language Stimulation Tip of the Week: Build-ups and Breakdowns](https://www.banterspeech.com.au/language-stimulation-tip-of-the-week-build-ups-and-breakdowns/) - Listen carefully to what your child says. Say it back, but "build it" into a full sentence. Then "break down" your sentence into overlapping phrases. Build it up again.
- [Speech pathology for kids: Is it time to put away the Pop-Up Pirate and just do the therapy?](https://www.banterspeech.com.au/speech-pathology-is-it-time-to-put-away-the-pop-up-pirate-and-just-do-the-therapy/) - Most speech pathologists who work with preschoolers and young school-aged children have hundreds of toys and games* to use in speech-language therapy. Why?
- [Language Tip of the Week: Imitation](https://www.banterspeech.com.au/language-tip-of-the-week-imitate/) - Language tip of the week: Imitation. Do what they do, say what they say! For more on imitation, read our article.
- [When we went to the art fair: Contemporary art as an irregular past tense verb workout!](https://www.banterspeech.com.au/contemporary-art-as-an-irregular-past-tense-verb-work-out/) - My brother- and sister-in law are both talented artists. They made this: Claire Healy and Sean Cordeiro: 'Tower of Power' (Bondor Commission). Alas, I have not one artistic molecule in my body; and no knowledge of modern art. So, when I found myself milling about the Sydney Contemporary art fair last week, I did what any mystified speech pathologist would do and revised some key irregular past tense verbs.
- [The Blank's Language Levels Resource Library](https://www.banterspeech.com.au/the-blanks-language-levels-resource-library/) - The Blank's Language Levels Resource Library for speech pathologists, teachers and parents: A collection of 22 language and reasoning resources for preschoolers and young school-aged children.
- [Language Tip of the Week: More Pointing!](https://www.banterspeech.com.au/language-tip-of-the-week-more-pointing/) - Point more often to stimulate your child’s concept and vocabulary development. For more on pointing and language development, read our article.
- [Lifting our game: using language sampling to improve language therapy](https://www.banterspeech.com.au/lifting-our-game-using-language-sampling-to-improve-language-therapy/) - Good language assessments should include language sampling at the "discourse level". By "discourse level" assessments, we mean tasks that require the child to understand and/or say a connected series of "utterances", e.g. in a "text" (e.g. a story, description, or a recount), or in a conversation. By "utterances" we mean more than one uninterrupted "chain" of language - preferably that the child says spontaneously.
- [My child has ADHD. Should I get his/her language checked?](https://www.banterspeech.com.au/my-child-has-adhd-should-i-get-his-her-language-checked/) - Yes. And here's why. We've written before about the complex relationship between Attention-Deficit Hyperactivity Disorder (ADHD) and language development, based, in part, on some terrific research published back in 2015. But there is growing, higher quality evidence that children with ADHD have a higher prevalence of language difficulties than their typically developing peers.
- [Early Prepositions: A FREE audio-visual resource for anyone who wants it!](https://www.banterspeech.com.au/early-prepositions-a-free-audio-visual-resource-for-anyone-who-wants-it/) - From around 18-24 months of age, typically developing children start to understand and to use words like "on", "off", "up", "down", "in", and "out". As their language improves, children start to understand and use other words like "over", "under", "between", "in front", "behind", "beside", "next to" and "through". All these words are "prepositions". Early "prepositions" are
- [Complex Cluster Targets for use with a Cycles Approach, Complexity Approach or Contrastive Approach](https://www.banterspeech.com.au/complex-cluster-targets-for-use-with-a-cycles-approach-complexity-approach-or-contrastive-approach/) - Traditional articulation and developmentally-based phonological approaches to therapy work. But they can be slow going! When working with students with significant speech sound problems, we want efficient results - especially if we don't have much face-to-face time to do therapy. For children with moderate-severe phonological speech sound disorders, we use three main evidence-based approaches in
- [Free Banter Telehealth Solidarity Support Pack: Picture Description Stimulus Resources for a range of language, speech, and stuttering targets at the sentence and discourse levels](https://www.banterspeech.com.au/free-banter-telehealth-solidarity-support-pack-picture-description-stimulus-resources-for-a-range-of-language-speech-and-stuttering-targets-at-the-sentence-and-discourse-levels/) - It's tough being a speech pathologist in private practice at the moment. But we're all in this together! To support the profession, and our collective clients, we are pleased to offer this free resource for instant download.
- [Speech Therapy by Telehealth (Video Conferencing): Parent Guidelines](https://www.banterspeech.com.au/speech-therapy-by-telehealth-video-conferencing-parent-guidelines/) - During these difficult times, we’ve had quite a few enquiries about Plain English Telehealth Guidelines, so we’ve decided to make ours freely available to other speech pathologists.
- [Why do babies put objects in their mouths, and does mouthing play a part in speech development?](https://www.banterspeech.com.au/why-do-babies-put-objects-in-their-mouths-and-does-mouthing-play-a-part-in-speech-development/) - The messy - sometimes scary - truth is that babies and young toddlers love to put things in their mouths. In fact, most infants go through a very unsanitary "mouthing" phase.
- [30 things parents tell us they look for in excellent speech pathologists](https://www.banterspeech.com.au/30-things-parents-tell-us-they-look-for-in-excellent-speech-pathologists/) - We want parents to be informed about, and engaged in, what we do when we work with their child. Research - and clinical experience - tells us that parents want to work with a speech pathologist who is:
- [Celebrating staying small; plus a sale!](https://www.banterspeech.com.au/celebrating-staying-small-plus-a-sale/) - A few weeks ago, one of my clients - a successful entrepreneur - took me aside. "You should scale Banter Speech," he said. "Open more branches. Franchise!" He wasn't the first person to give us that advice. From a business perspective, the suggestion made sense. We've invested a lot of time and energy over the

## Pages

- [Home](https://www.banterspeech.com.au/) - We help people with communication challenges through our clinical speech pathology services for children and adults, and resources that elevate teacher, speech pathologist and allied health NDIS provider capabilities across Australia.
- [Practice Launch Coaching](https://www.banterspeech.com.au/practice-launch-coaching/) - Are you looking to launch (or re-launch) a successful speech pathology practice? Are you feeling overwhelmed by all the complexity, risks, and unknowns? Are you worried about a lack of business knowledge or experience?
- [Referrals, private health insurance, Medicare rebates, and NDIS funding: frequently-asked questions and answers](https://www.banterspeech.com.au/referrals-and-rebates/) - Over the years, we’ve had lots of great questions from clients about speech pathology referrals, private health insurance, Medicare rebates and NDIS funding.
- [Cart](https://www.banterspeech.com.au/cart/)
- [Checkout](https://www.banterspeech.com.au/checkout-2/)
- [Contact](https://www.banterspeech.com.au/contact/) - Contact Us Email, form or phone Don't be shy, reach out. How can we help? Any questions we can answer for you? You can call us on 02 87573838 or email reception@banterspeech.com.au. You can also submit an enquiry via our online enquiry form. Connect with us. Submit FAQ Maybe we have the answer here We
- [Supervision](https://www.banterspeech.com.au/supervision/) - "How to Supervise Speech Pathologists Properly in Private Practice" is a 210-page book, a companion set of templates, and a video training package that teaches you how to supervise speech pathologists properly in private practice.
- [Developmental Language Disorder](https://www.banterspeech.com.au/developmental-language-disorder/) - Developmental Language Disorder (DLD): what it is, why does it matter, and where can you learn more about it? Some people have Language Disorders. This includes people with: Language Disorders associated with known biomedical conditions, such as Autism Spectrum Disorder (ASD), Cerebral Palsy, or Down Syndrome; and Language Disorders with no other known biomedical condition. A
- [Discovery Call ](https://www.banterspeech.com.au/discovery-call-2/) - Would you like to chat with me to see if I can help you level up? For a short time, and for a limited number of people, I’m offering that opportunity without charge!
- [Banter Booster](https://www.banterspeech.com.au/banter-booster/) - Navigating problems for busy speech pathologists, one week at a time
- [Westmead Program](https://www.banterspeech.com.au/westmead-program/) - Syllable-timed speech techniques like the Westmead Program have been used for a long time. They involve speaking with very little difference in stress across syllables.
- [Our Speech Pathologists](https://www.banterspeech.com.au/our-speech-pathologists/) - We are Banter Speech & Language - a team of experienced, certified-practising speech pathologists based in North Strathfield, in the Inner West of Sydney. We help children and adult clients, and other speech pathologists.
- [Lidcombe Program](https://www.banterspeech.com.au/lidcombe-program/) - The Lidcombe Program has been shown to give pre-school children who stutter a 7-8 times better chance of recovery than if we do nothing and wait.
- [Communication Boosts for Adults](https://www.banterspeech.com.au/communication-boosts-for-adults/) - Clearer speech that's easier to understand. Stuttering management. A louder healthier voice. Professional Communication. Acquired Language Challenges (e.g. due to stroke, brain injury, or dementia).
- [Professional Communication Coaching](https://www.banterspeech.com.au/professional-communication-coaching/) - Professional communication coaching supports you to communicate with clarity, impact and confidence in the workplace and beyond.
- [Voice Therapy](https://www.banterspeech.com.au/voice-therapy/) - Voice therapy for strained or effortful voices focuses on reducing tension, improving vocal quality, and supporting healthy, sustainable voice use.
- [Voice](https://www.banterspeech.com.au/voice-2/) - LSVT LOUD. LSVT for Life. Strained Voice
- [LSVT for Life](https://www.banterspeech.com.au/lsvt-for-life/) - LSVT for LIFE is a maintenance and support program designed for individuals who have completed LSVT LOUD therapy. It helps you maintain the gains you’ve made, such as louder and clearer speech, to continue building confidence in everyday communication.
- [LSVT LOUD](https://www.banterspeech.com.au/lsvt-loud/) - LSVT LOUD® is an evidence-based, and effective treatment targeting increased vocal loudness to improve speech intelligibility, intonation, voice quality, facial expressions, and changes in neural function related to voice and speech.
- [Stuttering-Affirming Therapy](https://www.banterspeech.com.au/stuttering-affirming-therapy/) - Stuttering-affirming care recognises stuttering as a valid and natural way of speaking. Rather than focusing solely on “fixing” fluency, we support individuals to build confidence, self-advocacy, and communication skills in ways that feel authentic and empowering.
- [Clear Speech](https://www.banterspeech.com.au/clear-speech/) - We recognise that adults communicate in many ways, and that speech differences are a natural part of human diversity. We support individuals to communicate clearly in ways that align with their personal goals and identity.
- [Boosts for Speech Pathologists](https://www.banterspeech.com.au/boosts-for-speech-pathologists/) - Professional supervision and practice consulting services and related resources made by speech pathologists who understand the clinical, regulatory and commercial realities you’re facing right now:
- [Banter Connect: STEMLOOK](https://www.banterspeech.com.au/banter-connect/banter-connect-stemlook/) - Monday to Thursday afternoon classes at STEMLOOK's Burwood Site include Scratch Coders (Year 3 - 5), Robot Explorers (Year 1 - 2), Robot Engineers (Year 3 - 7) and Python Coders (Year 5 - 8).Saturday classes at STEMLOOK's Burwood Site include Robot Newbies (4 - 5 years old), Robot Explorers (Year 1 - 2), Robot
- [Help for school-age children and teenagers](https://www.banterspeech.com.au/help-for-school-age-children-and-teenagers/) - Unclear speech and speech errors. Stuttering. Language difficulties (e.g. DLD). Social challenges. Reading difficulties (e.g. dyslexia). Writing (e.g. dysgraphia). Executive Functions Coaching (e.g. ADHD). Transitions to high school. Transitions to work. School consultations
- [Help for toddlers and preschoolers](https://www.banterspeech.com.au/help-for-toddlers-and-preschoolers/) - Help for toddlers and preschoolers Communication Boosts for toddlers and preschoolers: Late talking help Clearer speech Stuttering Listening and talking (language) Better friendships School readiness More: Services For more detail, check out our Services Menu. Ebooks For free ebooks about communication challenges, check out our ebook library. Meet our Team Read about our speech pathologists who help
- [Policies](https://www.banterspeech.com.au/policies/) - Policies of Banter Speech & Language
- [Services Menu](https://www.banterspeech.com.au/services-menu/) - Services Menu Assessment Report Packages Therapy Packages Small Groups and Programs Do-It-Yourself Options Assessment Report Packages The Focused Assessment Report PackageFor when you want us to do a focused formal assessment into your main area of concern. Up to 1.5 hour assessment. You tell us what you want us to prioritise:* unclear speech* understanding and talking
- [Schedule a consultation your way](https://www.banterspeech.com.au/schedule-a-consultation/) - To schedule a speech pathology consultation or ask any questions, call us or complete our enquiry form. We're happy to help!
- [Practice Mentorship](https://www.banterspeech.com.au/practice-mentorship/) - Owning an allied health business can be lonely work - even if you’re talking to team members and clients all day. All of us need someone who understands the strains and pressures of running a practice, who can provide another perspective based on real world experience and knowledge.
- [NDIS and Thriving Kids Consulting and Support](https://www.banterspeech.com.au/ndis-and-thriving-kids-consulting-and-support/) - NDIS, Thriving Kids, and related reforms are accelerating. Together, they will transform the market for speech pathology and other allied health services in Australia.
- [Communication Boosts for Children and Teenagers](https://www.banterspeech.com.au/communication-boosts-for-children-and-teenagers/) - Comprehensive, evidence-based speech and language therapies, supported by extensive resources tailored to your needs, delivered by experienced speech pathologists
- [Boosts for speech pathologists, teachers and allied health NDIS providers](https://www.banterspeech.com.au/boosts-for-speech-pathologists-teachers-and-allied-health-ndis-providers/) - Resources that elevate teacher, speech pathologist and allied health NDIS provider capabilities across Australia:
- [Legal and Compliance Boosts](https://www.banterspeech.com.au/legal-and-compliance-boosts/) - NDIS Reforms & Thriving Kids Updates. SLP Practice Compliance Training. SLP Private Practice Templates Manual. SLP Employment Contract Templates. NDIS Policy Templates and Service Agreements.
- [Banter Supervision](https://www.banterspeech.com.au/banter-supervision/) - SUPPORTING SLPS Banter Supervision Weekly, fortnightly, monthly or ad hoc one-to-one clinical supervision with a senior Banter speech pathologistBanter Supervision is for speech pathologists in private practice who want additional support to accelerate their professional and clinical growth with practical advice, tools and training. Vivien Wong Senior Speech Pathologist As a supervisor, Vivien acknowledges what
- [Free ebooks](https://www.banterspeech.com.au/free-ebooks/) - Free ebooks We think everyone deserves access to the information they need to understand common communication challenges, and what to do about them. That’s why we’ve written free ebooks dealing with common challenges. Download your free ebooks now: Sign up for the FREE weekly Banter Booster newsletter
- [Support for Speech Pathologists](https://www.banterspeech.com.au/support-for-speech-pathologists/) - Speech Pathologists: Stay Up-To-Date, Get More Done & Love your Career (with less stress). Useful tools to save time, energy, & worries -and to build a better career.
- [Speech](https://www.banterspeech.com.au/speech-sound-disorders-in-children/) - Speech is a complex process. It takes an average of 10,000 hours of practice to do it properly. Not surprisingly, many children - especially young children - are hard to understand.
- [FAQs about Resources](https://www.banterspeech.com.au/faqs-about-resources/) - Here are answers to frequently asked questions about the resources on Banter Speech & Language. If you have other questions, please get in touch!
- [Developmental Language Disorder (DLD): A free guide for families - 4th edition](https://www.banterspeech.com.au/dld/) - Developmental Language Disorder (DLD) is common. DLD awareness is increasing, but it is still not well understood by the general public. We’ve written a lot about DLD
- [Child Stuttering](https://www.banterspeech.com.au/children-who-stutter/) - Stuttering is a relatively common speech disorder. It affects around 5-8.5 out of 100 people in their lifetime, but less than 1 in 100 at any one time. It makes it hard for some children to get their words out smoothly.
- [Speech Category F. Principles of Motor Learning Approach in Discourse for Literate Clients](https://www.banterspeech.com.au/speech-category-f-principles-of-motor-learning-approach-in-discourse/) - Principles of Motor Learning Approach in Discourse for Literate Clients
- [Home](https://www.banterspeech.com.au/home-2/) - Sydney speech pathologists helping adults and children to reach their communication and life goals, and assisting other speech pathologists.
- [Banter Digital Speech Sound Libraries](https://www.banterspeech.com.au/banter-digital-speech-sound-libraries/) - Banter Digital Speech Sound Libraries Check out our digital speech sound systems, and to get instant access to what we use to support clients and families: Speech Sounds Consonant Library Master the consonant sounds in speech with practical exercises and engaging activities. Build confidence and clarity in communication through this specialised library. Speech Sounds Library Complexity
- [Create a Session with Banter Speech Preps](https://www.banterspeech.com.au/session-creation/) - Choose a speech pathology session type (e.g. speech, language, reading, writing, stuttering). Create your speech pathology therapy session.
- [Speech Category E. Articulation](https://www.banterspeech.com.au/speech-category-e-articulation/) - Articulation Resources
- [Rally Writers](https://www.banterspeech.com.au/rally-writers/) - Is your child or teenager a reluctant writer? Don’t panic. Grab my free book, Help Your Reluctant Writer, today:
- [In the Media](https://www.banterspeech.com.au/in-the-press/) - Nomanis, Issue 18, December 2024 Nomanis, Issue 16, January 2024 For a digital version (page 24-25): Journal of Clinical Practice in Speech-Language Pathology, 2023 For the full article, click here. ADHD at School: Hot Tips Tool Kit - compiled by the Learning Difficulties Coalition, 2023 Journal of Clinical Practice in Speech-Language Pathology, 2021 For the
- [SLP Resources](https://www.banterspeech.com.au/slpresources/) - We make useful tools and resources for speech pathologists, including:
- [Speech Category B. Cycles Approach](https://www.banterspeech.com.au/cycles-approach/) - Cycles Approach Resources
- [Business Resources](https://www.banterspeech.com.au/business-resources/) - Find resources to run your speech pathology private practice business
- [Speech Sound Approaches](https://www.banterspeech.com.au/speech-sound-approaches/) - Speech Sound Approaches: Developmental, Cycles, Complexity, Contrastive, Articulation Resources, Principles of Motor Learning
- [Language Levels](https://www.banterspeech.com.au/language-levels/) - Choose your language therapy resources by clicking on a level below:
- [Welcome to Banter Speech Preps](https://www.banterspeech.com.au/welcome-to-banter-speech-preps/) - Build better speech, language, and reading sessions at warp speed with Banter Speech Preps! We’ve designed easy-to-use, practical resources to help speech pathologists plan children’s therapy, with structured tools you can mix and match to pursue their goals.
- [Speech, language and school readiness for young children: More Information](https://www.banterspeech.com.au/montessori-academy-more-information/) - [vc_row][vc_column][thb_team_parent thb_columns=”medium-4 large-3″][thb_team image=”28263″ name=”English Speech Sounds” link=”url:https%3A%2F%2Fwww.csu.edu.au%2Fresearch%2Fmultilingual-speech%2Fspeech-acquisition|target:_blank”][thb_team image=”28264″ name=”Language Skills in Young Children” link=”url:https%3A%2F%2Fwww.speechpathologyaustralia.org.au%2FPublic%2FPublic%2FComm-swallow%2FSpeech-development%2FCommunication-milestones.aspx%3Fhkey%3D7debc110-9805-4eb6-ab63-db1fd0a97aaf|target:_blank”][thb_team image=”28260″ name=”Developmental Language Disorder” link=”url:https%3A%2F%2Fwww.banterspeech.com.au%2Fdld%2F|target:_blank”][thb_team image=”28261″ name=”Is your child ready for school?” link=”url:https%3A%2F%2Fwww.banterspeech.com.au%2Fgetting-ready-to-read-at-big-school-a-free-guide-for-families-with-preschoolers%2F|target:_blank”][/thb_team_parent][/vc_column][/vc_row]
- [Banter Reading and Literacy support: how we help children and adults with reading difficulties](https://www.banterspeech.com.au/banter-reading-and-literacy-support-how-we-help-children-and-adults-with-reading-difficulties/) - When it comes to choosing help for reading difficulties, knowledge is power There are lots of options out there for people looking for help with reading. We want to help you to make informed choices about reading support options - even if you don't choose us. To help you get up to speed on the latest
- [Writing and Spelling](https://www.banterspeech.com.au/writing/) - Click any box for evidence-based answers to frequently asked questions about writing and spelling:
- [How we help](https://www.banterspeech.com.au/our-services/) - As speech pathologists, we assess and help children and adults with communication challenges. We help people to be understood and to understand others; to express themselves; and to develop their reading and writing skills. We also help people who stutter and people with voice problems.
- [Reading](https://www.banterspeech.com.au/reading-blogs/) - Click any box for evidence-based answers to frequently asked questions about reading:
- [Late Talkers](https://www.banterspeech.com.au/late-talkers-blogs/) - Click for our evidence-based answers to frequently asked questions about late talkers:
- [Language for preschoolers and school students](https://www.banterspeech.com.au/language-for-preschoolers-and-school-students/) - Click for our evidence-based answers to frequently asked questions about language for preschoolers and school students:
- [Unclear Speech](https://www.banterspeech.com.au/unclear-speech/) - Click for our evidence-based answers to frequently asked questions about unclear speech:
- [Stuttering](https://www.banterspeech.com.au/stuttering-2-2/) - Click for our evidence-based answers to frequently asked questions about stuttering:
- [Cluttering](https://www.banterspeech.com.au/cluttering/) - Stuttering isn't the only kind of fluency disorder. But even some speech pathologists haven't heard of "cluttering". As with many other speech disorders, such as
- [Customer login page](https://www.banterspeech.com.au/customer-login-page/) - Sign in Remember Me Forgot password? Logged in [seedprod_login_helper block_id=”ofhzd9″ logged_in_str=”Logged in as {user}” redirect_url=””]
- [Terms of our service: important information for clients](https://www.banterspeech.com.au/booking-and-cancellation-policy/) - 1. Booking and Cancellation Policy Background and purpose At Banter Speech & Language, we: spend several hours preparing for client assessments; prepare for each of our therapy and other appointments properly; and limit the number of clients we see each day to ensure we are providing a quality service to each of our clients. Assessments
- [29 Tips to Turn Pro and Improve Your Private Practice](https://www.banterspeech.com.au/29-tips-to-turn-pro-and-improve-your-private-practice/) - To succeed in private practice, we know that we need to be professional. But what does this actually mean? Ethical? Of course. But being ethical isn't enough to keep you in business for long. Steven Pressfield has published a small book that packs a big punch: "Turning Pro". He says that turning pro is a
- [Banter Booster: speech therapy research, training, resources, practice tips, and more](https://www.banterspeech.com.au/banter-booster-speech-therapy-research-training-resources-practice-tips-and-more-10/) - Season 3 launch! I'm David, and here's live footage of me returning to work to face my to-do list: Welcome aboard, everyone! 'Ahoy there' to our new subscribers! Here's what we have for you all this week: Open access research about neuro-affirming terminology, and narrative competence Free decodable texts, social use of language resources, and
- [Banter Booster: speech therapy research, training, resources, practice tips, and more](https://www.banterspeech.com.au/banter-booster-speech-therapy-research-training-resources-practice-tips-and-more-9/) - Greetings! I'm David, and here's live footage of me getting ready for a face-to-face business meeting after too many Zoom sessions: Here's what we have for you this week: Our #DLDday recent research summary tweetstorm, and new research about social determinants of language development (and why it matters), and oral languageFree voice and Developmental Language
- [Banter Booster: speech therapy research, training, resources, practice tips, and more](https://www.banterspeech.com.au/banter-booster-speech-therapy-research-training-resources-practice-tips-and-more-8/) - Greetings, fellow speech pathology enthusiasts! I'm David, and here's live footage of me springing out of bed this morning, ready to embrace yet another beautiful spring day: Here's what we have for you this week: Free open-access research on cluttering, voice therapy, and bilingual story-telling Free resources about social media for people with TBI, client
- [Banter Booster: speech therapy research, training, resources, practice tips, and more](https://www.banterspeech.com.au/banter-booster-speech-therapy-research-training-resources-practice-tips-and-more-7/) - Happy Halloween, SLPs! I'm David, and here's live footage of my end-of-year deadlines creeping up on me: Here's what we have for you this week: Free, useful resources about AAC, and sentence structures and variety Free training opportunities to improve your language and literacy interventionsPrivate practice tips, including NDIS basics for small and medium-sized providers,
- [Banter Booster: speech therapy research, training, resources, practice tips, and more](https://www.banterspeech.com.au/banter-booster-speech-therapy-research-training-resources-practice-tips-and-more-6/) - Happy November, SLPeeps and SLP2B! I'm David, with live footage of us trying to juggle bookings with everyone back in the clinic: Here's what we have for you this week: Free resources for reading support, & easy-to-follow explainers about the importance of oral language for reading, and guardianship & financial management Free training about voluntary decisions
- [Banter Booster: speech therapy research, training, resources, practice tips, and more](https://www.banterspeech.com.au/banter-booster-speech-therapy-research-training-resources-practice-tips-and-more-5/) - Greetings, fellow SLPeeps and SLP2B! I'm David, and here's live footage of me learning TikTok, mainly to embarrass my sons: Here's what we have for you this week: Free resources for vocabulary intervention, an app for early blending and segmenting practice, and a writing exercise suggestion Free training on autistic girls & masking, the science
- [Banter Booster: speech therapy research, training, resources, practice tips, and more](https://www.banterspeech.com.au/banter-booster-speech-therapy-research-training-resources-practice-tips-and-more-4/) - Happy Monday, SLPeeps and SLP2B! I'm David, and here's live footage of my diary as we inch towards December: It's been a big week on Twitter! Here's what we have for you this week: Free resources for early intervention, anti-bullying, healthcare adjustments for autistic people, dementia, children's rights, & early reading.Free training about motor speech
- [Banter Booster: speech therapy research, training, resources, practice tips, and more](https://www.banterspeech.com.au/banter-booster-speech-therapy-research-training-resources-practice-tips-and-more-3/) - Hi, SLPeeps and SLP2B! I'm David, and here's live footage of me versus my remaining promises and commitments for 2022: Here's what we have for you this week: Our FREE deep dive into NDIS access rules for children and adults. FREE resources: science of reading essentials, preschoolers & DevLangDis, classroom chats, & practical strategies for
- [Banter Booster: speech therapy research, training, resources, practice tips, and more](https://www.banterspeech.com.au/banter-booster-speech-therapy-research-training-resources-practice-tips-and-more-2/) - Happy Monday! I'm David, and here's live footage of me & our team trying too hard to engage students during the last weeks of school: This week, we've pulled together lots of useful tips and tools, including: 185 FREE resources for decoding and spelling & curated links to 100s of DLD resources (including ours!) FREE
- [Banter Booster: speech therapy research, training, resources, practice tips, and more](https://www.banterspeech.com.au/banter-booster-speech-therapy-research-training-resources-practice-tips-and-more/) - Welcome to our final Boost of 2022! I'm David, and here I sit practising the hardest skill in all of speech pathology as I prepare for a less hectic 2023: Bonus points if you can name the Christmas movie*! Here's what we have for you this week: FREE resources: an extended code decodable, a low-prep
- [Client Portal](https://www.banterspeech.com.au/clients/)
- [Subscribe to Banter Speech Preps Newsletter](https://www.banterspeech.com.au/subscribe-to-banter-speech-preps-newsletter/)
- [Blog](https://www.banterspeech.com.au/blog-2/) - We've written hundreds of blog articles. Plain English, evidence-based information, strategies and tips about communication skills for parents, families and professionals.
- [NDIS Templates](https://www.banterspeech.com.au/ndis-templates/) - We create high quality and affordable NDIS templates and other resources to support small and medium NDIS providers and health providers in Australia.
- [Stuttering Resources](https://www.banterspeech.com.au/stuttering-resources/) - Stuttering Therapy Resources
- [Reading Levels](https://www.banterspeech.com.au/reading-levels/) - Choose your reading or writing resource by clicking on a box
- [Study Skills](https://www.banterspeech.com.au/studying/) - Click any box for evidence-based answers to frequently asked questions about study skills, and free resources:
- [Reading and Writing Level 8](https://www.banterspeech.com.au/reading-and-writing-level-8/) - Reading and Writing Resources: Level 8
- [Reading and Writing Level 7](https://www.banterspeech.com.au/reading-and-writing-level-7/) - Reading and Writing Resources: Level 7
- [Reading and Writing Level 6](https://www.banterspeech.com.au/reading-and-writing-level-6/) - Reading and Writing Resources: Level 6
- [Reading and Writing Level 5](https://www.banterspeech.com.au/reading-and-writing-level-5/) - Reading and Writing Resources: Level 5
- [Reading and Writing Level 1](https://www.banterspeech.com.au/reading-and-writing-level-1/) - Reading and Writing Resources: Level 1
- [Reading and Writing Level 3](https://www.banterspeech.com.au/reading-and-writing-level-3/) - Reading and Writing Level 3 Resources
- [Reading and Writing Level 2](https://www.banterspeech.com.au/reading-and-writing-level-2/) - Reading and Writing Therapy Resources: Level 2
- [Language Level 3 Resources](https://www.banterspeech.com.au/language-level-3-resources/) - Language Level 3 Therapy Resources
- [Speech Category A. Developmental Approach](https://www.banterspeech.com.au/a-developmental-approach/) - Speech Pathology Developmental Approach Resources
- [Speech Category C. Complexity Resources](https://www.banterspeech.com.au/c-complexity-resources/) - Complexity Approach Resources
- [Language Level 5 Resources](https://www.banterspeech.com.au/language-level-5-resources/) - Language Level 5 Therapy Resources
- [Language Level 4 Resources](https://www.banterspeech.com.au/language-level-4-resources/) - Language Level 4 Therapy Resources
- [Language Level 2 Resources](https://www.banterspeech.com.au/language-level-2-resources/) - Language Level 2 Therapy Resources
- [Language Level 1 Resources](https://www.banterspeech.com.au/language-level-1-resources/) - Language Level 1 Therapy Resources
- [School-aged children](https://www.banterspeech.com.au/stuttering-2-2/school-aged-children/) - We've got some great, evidence-based stuttering treatments for pre-schoolers and adults. But what about for children who are at school? How do we treat school-age kids who stutter? First, a few sobering facts: 1. Stuttering gets harder to treat with age. Academics say it becomes "less tractable", with "the chances of natural recovery diminishing significantly". In plain English, this
- [Pre-school children](https://www.banterspeech.com.au/stuttering-2-2/pre-school-children/) - We've got some great evidence-based treatments for children who stutter that have been proven by clinical trials to work for pre-schoolers. The treatment with the best evidence at the moment is called the Lidcombe Program, after the Sydney suburb in which it was developed by researchers from Sydney University. The Lidcombe Program has been shown to
- [Parkinson's Disease](https://www.banterspeech.com.au/parkinsons-disease/) - Around 65% of people with Parkinson's disease encounter voice problems. However, only 3-4% receive treatment from a speech pathologist, despite clinical evidence that the right kinds of therapies can help with voice problems.
- [Language](https://www.banterspeech.com.au/language-disorders-in-children/) - Some academics spend a lot of time arguing about what to call children's language problems. You may have come across some of the main terms such as language delay, language disorder, language impairment, language learning disability, and specific language impairment.
- [Confidential](https://www.banterspeech.com.au/confidential/) - Speech, language and reading delays and disorders are not rare in Australia. For example: 20% of 4 year olds have problems understanding or using language (or both); 14% of 15 year olds have only basic literacy skills; at least 30% of stroke sufferers have language problems; 85% of people with Parkinson's Disease will encounter voice,
- [Do you want help with your accent?](https://www.banterspeech.com.au/accent-modification/do-you-want-help-with-your-accent/) - If, for professional, business or social reasons, you want to speak a more standard form of English to help you communicate with others - whether it be Standard Australian English or a more "internationally acceptable" dialect of English than you currently use - we would be happy to help you, please get in touch. But we'll
- [6 pronunciation challenges for native Cantonese Chinese speakers](https://www.banterspeech.com.au/accent-modification/common-english-pronunciation-challenges/6-pronunciation-challenges-for-native-cantonese-chinese-speakers/) - Cantonese and English are very different languages. One of the big differences in that Cantonese is a tonal language: each syllable has a tone which changes the meaning of a word.
- [Childhood Apraxia of Speech](https://www.banterspeech.com.au/childhood-apraxia-of-speech/) - Is there a speech disorder that is less well understood than childhood apraxia of speech (CAS) (also known as Verbal Dyspraxia)? If so, we'd like to know what it is. CAS is a speech motor programming impairment that manifests as a difficulty in producing the sounds (articulation) and melody (prosody) of speech. As one author puts it
- [Aphasia](https://www.banterspeech.com.au/language-and-speech/) - Aphasia is an acquired language disorder, most commonly caused by stroke. There are several types of aphasia, including non-fluent aphasias and fluent aphasias.
- [Apraxia of Speech](https://www.banterspeech.com.au/apraxia-of-speech/) - Apraxia of Speech (AoS) is a speech disorder. People with AoS have sensorimotor problems positioning and sequentially moving their muscles for speech production.
- [Dysarthria](https://www.banterspeech.com.au/dysarthria/) - There are seven types of dysarthria, each with their own causes and features (see below). Dysarthria is motor speech disorder caused by damage to the central and/or peripheral nervous system. Each type of dysarthria results in a different pattern of impairment in the muscle control of the speech mechanism. People with dysarthria may have problems with respiration (breathing), phonation (voicing), articulation (speech), prosody (patterns
- [Dementia](https://www.banterspeech.com.au/dementia/) - Dementia is an acquired neurological syndrome associated with persistent or progressive deterioration in intellectual functions, language, memory, emotion and behaviour. It is primarily associated with people 65 years of age or older, though not always. Common types of dementia include Alzheimer's, Frontotemporal (including Pick's disease), dementia associated with Parkinson's disease, dementia associated with Huntington's disease, infectious dementia, e.g. due to HIV
- [Accent Modification](https://www.banterspeech.com.au/accent-modification/) - With globalisation, English has become a major international language of business and politics. Many different dialects of English are now used in different countries.
- [Common English Pronunciation Challenges](https://www.banterspeech.com.au/accent-modification/common-english-pronunciation-challenges/) - To help professionals, business owners and others who: speak English as a second (or later) language well or fluently; but have some English pronunciation issues, we are compiling some fact sheets about common pronunciation challenges (and therapy targets) related to the differences between their first languages and English. To help as many people as possible,
- [2 English pronunciation challenges for native Korean speakers](https://www.banterspeech.com.au/accent-modification/common-english-pronunciation-challenges/2-english-pronunciation-challenges-for-native-korean-speakers/) - Korean is very different to English, which makes it very difficult for Korean speakers to learn English (and the other way around).
- [2 English pronunciation challenges for native Spanish speakers](https://www.banterspeech.com.au/accent-modification/common-english-pronunciation-challenges/2-english-pronunciation-challenges-for-native-spanish-speakers/) - Spanish is a major global language, with more than 350 million people speaking it natively across 4 continents (including in Australia); and many millions more speaking a dialect of Spanish as a second (or later acquired) language. Common English pronunciation issues for native Spanish speakers include: 1. learning to pronounce English consonant sounds that are
- [Social Inclusion](https://www.banterspeech.com.au/social-inclusion/) - Click any box for evidence-based answers to frequently asked questions about social inclusion, participation, pragmatic language, social skills, and social use of language:
- [Speech Category D. Contrastive Approach with minimal pairs and near minimal pairs resources](https://www.banterspeech.com.au/d-contrastive-approach-with-minimal-pairs-and-near-minimal-pairs/) - Contrastive Approach with Minimal Pairs and Near Minimal Pairs Resources
- [Traumatic Brain Injury](https://www.banterspeech.com.au/traumatic-brain-injury/) - Traumatic Brain Injury (TBI) is an injury to the brain caused by physical trauma or external force, e.g. a fall, blow to the head, or car accident. TBI can happen to anyone, though, in Australia, a disproportionate number of young men are affected. Depending on the location and extent of the damage, people with a TBI
- [Terms of Use](https://www.banterspeech.com.au/terms-of-use/) - Jurisdiction Banter Speech & Language Pty Limited operates in the state of New South Wales, Australia. Banter Speech & Language Pty Limited and its associated entities (we, us, our) do not represent that we are permitted to provide speech pathology services in each jurisdiction from which this website may be viewed. Material on website Material
- [Selective Mutism](https://www.banterspeech.com.au/selective-mutism-2/) - Click any box for evidence-based answers to frequently asked questions about selective mutism:
- [Reading and Writing Level 4](https://www.banterspeech.com.au/reading-and-writing-level-4/) - Reading and Writing Level 4
- [The Scatter-Slayer Adventures](https://www.banterspeech.com.au/the-scatter-slayer-adventures/) - The Scatter-Slayer Adventures: a decodable digital 'select-your sequel' adventure series, focusing on the extended code and increasing reading fluency. Where you decide what happens next. New stories including: Book 1 - Don't Stay! Be Afraid! , (now available)Attack of the Eel Beast , (now available)The Zoo Druid (moon), (took), (now
- [The Camperdown Program for adults and adolescents who stutter](https://www.banterspeech.com.au/stuttering/) - Google "stuttering treatment for adults" and up will pop thousands of links to websites alleging "the best" or "latest" or "groundbreaking" treatments for stuttering. Among other things, you'll find pages recommending acupuncture, cognitive behaviour therapy, regulated breathing techniques, delayed auditory feedback devices, EMG feedback, video self-modelling, time outs, and prolonged or smooth speech techniques. So
- [Thank You](https://www.banterspeech.com.au/thank-you/) - Your subscription has been set up successfully.
- [Terms and Conditions for purchases and downloads](https://www.banterspeech.com.au/terms-and-conditions-for-purchases-and-downloads/) - AGREEMENT This Agreement applies to your purchases and/or downloads of Banter Speech & Language Product(s) from a Website. The parties to this Agreement are: (1) the person who makes the purchase and/or download, referred to throughout the Agreement as “you” or “your”, and (2) our company, Banter Speech & Language Pty Limited, whose registered address
- [Social Media House Rules for Facebook](https://www.banterspeech.com.au/social-media-house-rules-for-facebook/) - Welcome to Banter Speech & Language's Facebook site (“Site”). These house rules are the rules for engaging with us and others on the Site. These rules exist to protect us, our clients and members of the public from exposure to illegal, unethical, or offensive behaviours. As speech pathologists in private practice, we are engaged in an
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- [Privacy Policy](https://www.banterspeech.com.au/privacy-policy/) - Thank you for accessing our Privacy Policy. We are Banter Speech & Language Pty Limited (ABN 24 164 658 315), of 115 Queen Street, North Strathfield, New South Wales, 2137, Australia. What is this policy about? We are committed to protecting your privacy in your dealings with us. This policy explains how we manage personal
- [Privacy Officer](https://www.banterspeech.com.au/privacy-officer/) - Our Privacy Officer can be contacted by phone, email or in writing.
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- [Normal and atypical speech disfluencies](https://www.banterspeech.com.au/normal-and-atypical-speech-disfluencies/) - No-one speaks with perfect fluency. To some degree, we all repeat words ("No, no, I don't want that."); repeat phrases ("The only reason...the only reason");
- [NDIS Training Courses](https://www.banterspeech.com.au/online-training-courses/) - NDIS Complaints Management and Resolution Training The NDIS Rules requires all providers to have a policy to record, assess, manage and resolve complaints. The NDIS Rules also require that NDIS providers train their staff to manage and resolve complaints in a thorough and fair way, in accordance with the rules. In this 30-minute, on-demand, 'lunch and learn'
- [LSVT LOUD Fact Sheet](https://www.banterspeech.com.au/lsvt-loud-fact-sheet/) - LSVT LOUD is the first speech treatment with level 1 evidence and established efficacy for treating voice and speech disorders in individuals with Parkinson’s Disease.
- [Clean](https://www.banterspeech.com.au/clean/) - Sitting in the doctor's waiting room, disgusted, watching kids: frolic with mangy Lalaloopsies and feral My Little Ponies; stab each other with broken shards of Ben 10's alien alter egos; sift amongst the detritus of trashed Trashpacks; host smash 'em up derbies with wonky-wheeled matchbox cars and the wrecks of old tank engines; craft necklaces
- [Banter Connect: World Ju Jitsu Federation](https://www.banterspeech.com.au/banter-connect/banter-connect-world-ju-jitsu-federation/) - Ninjaroos is held on Tuesdays and Thursdays, from 9.30am to 10.15am.Little Ninjas is held on Mondays and Wednesdays, from 4.00pm to 4.45pm.Samurais is held on Mondays and Wednesdays, from 6.00pm to 7.00pm, and Saturdays from 10.30am to 11.30am.Shogun is held on Mondays and Thursdays, from 6.00pm to 7.00pm. Classes are also held at Concord West
- [Banter Connect: Respite Retreat](https://www.banterspeech.com.au/banter-connect/banter-connect-respite-retreat/) - Social outings for primary and high school aged children are held on Saturdays between 10.30am and 4.30pm. Activities differ weekly, taking into consideration the interests of the children, and include (but are not limited to) bowling, swimming, park visits and city outings. To find out more, you can contact Respite Retreat on (02) 9644 4864
- [Banter Connect: Julie Peadon Art](https://www.banterspeech.com.au/banter-connect/banter-connect-julie-peadon-art/) - Term based classes for ages 5 and above run every week on an 8-week program, with each program based around a different theme. Classes for children and adolescents are held during after school hours. Classes for adults are held during the day and the evening. Julie’s classes cater for all abilities and ages and can
- [Banter Connect: Inspirations Dance Centre](https://www.banterspeech.com.au/banter-connect/banter-connect-inspirations-dance-centre/) - Junior (Kids) Classes are held on Monday afternoons, from 5-5.30pm, and run during the school term, with a Mid term class commencing 17th of May 2021, and running for 6 weeks. Adult Beginner Classes are held on Tuesday nights, from 7.30-8.15pm, and run every week, on a six-week program. To find out more, you can
- [Banter Connect](https://www.banterspeech.com.au/banter-connect/) - Banter Connect: Connecting our clients with local organisations to encourage participation. Activities and organisations: Click on an activity to learn more about the organisation. Art Classes - Julie Peadon Art, Drummoyne Ballroom Dancing - Inspirations Dance Centre, West Ryde Martial Arts - World Ju Jitsu Federation, West Ryde and Concord West Disability care services -
- [Account](https://www.banterspeech.com.au/account/)
- [4 English pronunciation challenges for native Vietnamese speakers](https://www.banterspeech.com.au/accent-modification/common-english-pronunciation-challenges/4-english-pronunciation-challenges-for-native-vietnamese-speakers/) - Vietnamese has three major dialects: Northern, Central and Southern. Vietnamese is a tonal language: each of its 6 tones changes the meaning of a word.
- [4 English pronunciation challenges for native Mandarin Chinese speakers](https://www.banterspeech.com.au/accent-modification/common-english-pronunciation-challenges/4-english-pronunciation-challenges-for-native-mandarin-chinese-speakers/) - Unlike English, Mandarin is a tonal language. This means the meaning of a word depends on the tone with which it is said. Mandarin Chinese speakers face 4 main challenges with pronunciation when speaking English:
- [3 English pronunciation challenges for speakers from India](https://www.banterspeech.com.au/accent-modification/common-english-pronunciation-challenges/3-english-pronunciation-challenges-for-speakers-from-india/) - With such a diversity of languages, it is difficult to make generalisations about pronunciation challenges faced by Indians speaking English in Australia.
- [A meaningful career in private practice](https://www.banterspeech.com.au/a-meaningful-career-in-private-practice/) - We get lots of questions from new graduates and early career speech pathologists about working in private practice. In this free guide, David summarises some of the key questions and ideas early careerists should explore when looking for a meaningful career in private practice. For more information about supervision in private practice, see our "How
- [4 main accent challenges for Korean speakers learning English](https://www.banterspeech.com.au/4-main-accent-challenges-for-korean-speakers-learning-english/) - A significant number of bilinguals in English-speaking countries speak Korean as their first language. In the US, over 2 million people speak Korean as their first language.
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## Elements

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## Products

- [How to Supervise Speech Pathologists Properly in Private Practice: Paperback](https://www.banterspeech.com.au/product/how-to-supervise-speech-pathologists-properly-in-private-practice-paperback/) - “How to Supervise Speech Pathologists Properly in Private Practice” - now back in stock as a paperback! This 210-page book teaches you how to supervise speech pathologists properly in private practice, and is for speech pathologists at all stages of their careers. Click the images to review the book's chapters. Ships to anywhere in Australia for a flat $8. For international shipping, please get in touch (see below).
- [(R708) Think, Then Write: Christmas Writing](https://www.banterspeech.com.au/product/r708-think-then-write-christmas-writing/) - Many students love Christmas and look forward to it. This resource is designed to harness this interest while encouraging students to practice a range of writing skills, including complex sentences, descriptive paragraphs, written procedures, recounts, and narratives.
- [(L277) School Readiness Oral Language and Pre-Literacy Essentials](https://www.banterspeech.com.au/product/school-readiness-oral-language-and-pre-literacy-essentials/) - Is your child starting school next year? If so, we’ve written a school readiness essentials resource pack designed to help you and your child to make the most of your next few months together to get ready for big school. We’ve selected 10 oral language and two bonus pre-literacy resources written specifically for children starting school next year. Here's what is included:
- [Poster - Parents of teenagers aged 16-18 years: 11 ideas to increase participation and communication skills](https://www.banterspeech.com.au/product/poster-parents-of-teenagers-aged-16-18-years-11-ideas-to-increase-participation-and-communication-skills/) - To celebrate Speech Pathology Week 2025, we've made available A4 posters of our popular infographic series focusing on participation and communication skills.
- [Poster - Parents of teenagers aged 13-15 years: 10 ideas to increase participation and communication skills](https://www.banterspeech.com.au/product/poster-parents-of-children-aged-13-15-years-10-ideas-to-increase-participation-and-communication-skills/) - To celebrate Speech Pathology Week 2025 and the theme ‘Impact through Communication‘, we’ve made available A4 posters of our popular infographic series focusing on participation and communication skills.
- [Poster - Parents of children aged 6-12 years: 11 practical ideas to increase your child's participation and communication skills](https://www.banterspeech.com.au/product/poster-parents-of-children-aged-6-12-years-11-practical-ideas-to-increase-your-childs-participation-and-communication-skills/) - To celebrate Speech Pathology Week 2025 and the theme ‘Impact through Communication‘, we’ve made available A4 posters of our popular infographic series focusing on participation and communication skills.
- [Poster - Parents of children aged 0-5 years: 10 practical ideas to increase your child's participation and communication skills](https://www.banterspeech.com.au/product/poster-parents-of-children-aged-0-5-years-10-practical-ideas-to-increase-your-childs-participation-and-communication-skills/) - To celebrate Speech Pathology Week 2025 and the theme ‘Impact through Communication‘, we’ve made available A4 posters of our popular infographic series focusing on participation and communication skills.
- [Poster - Not About "Fixing": Using the F-Framework to support Children with Communication Disorders and their Families](https://www.banterspeech.com.au/product/poster-using-the-f-framework-to-support-children-with-communication-disorders-and-their-families/) - To celebrate Speech Pathology Week 2025 and the theme ‘Impact through Communication‘, we’ve made available A4 posters of our popular infographic series focusing on participation and communication skills.
- [Poster - Focusing Speech Therapy on Functional Outcomes: A Refresher](https://www.banterspeech.com.au/product/poster-focusing-speech-therapy-on-functional-outcomes-a-refresher/) - To celebrate Speech Pathology Week 2025, we've made available A4 posters of our popular infographic series focusing on participation and communication skills.
- [Australian Employment Agreement Template for Speech Pathologists (Part-Time)](https://www.banterspeech.com.au/product/australian-employment-agreement-template-for-speech-pathologists-part-time-3/) - We've designed this employment agreement template (in PDF and Word formats) for Australian speech pathologists (working part-time) to be consistent with the Speech Pathology Australia Professional Standards for Speech Pathologists in Australia; the Code of Ethics; the Health Professionals and Support Services Award and the National Employment Standards.
- [Australian Employment Agreement Template for Speech Pathologists (Full-time)](https://www.banterspeech.com.au/product/australian-employment-agreement-template-for-speech-pathologists-full-time-3/) - We've designed this full-time Australian speech pathologist employment agreement template (in PDF and Word formats) to be consistent with the Health Professionals and Support Services Award; the National Employment Standards; the Annual Wage Review 2025 Decision of the Fair Work Commission; Speech Pathology Australia's Code of Ethics (including Advertising Policy); and the Professional Standards for Speech Pathologists in Australia.
- [(N107) NDIS Service Agreement Template 2025-26](https://www.banterspeech.com.au/product/ndis-service-agreement-template-2020/) - This NDIS Service Agreement 2025-26 Template is for allied health providers of NDIS supports and other small NDIS providers (registered and unregistered).
- [(L429) Language for emotions: words, sentences, and short stories](https://www.banterspeech.com.au/product/language-for-emotions-words-sentences-and-short-stories/) - This language resource was designed to help students learn and practice words for emotions at the sentence and discourse levels using simple, compound, and complex sentences. Includes high quality photographs and animated gifs. Features: 16 high frequency emotion words, taken from the 336 most frequent English emotion words. 200 pages. Instantly downloadable. No prep. Interactive exercises. Lots of repetitions, in different contexts. For each word, we cycle through interactive exercises: Plain English definition, with pictures for context. Picture labelling. Simple, compound and complex sentences using the emotion word and pictures for context. Sentence completion tasks. Stories with pictures. Comprehension questions supported by moving pictures (gifs). Flexible format: print, tablet, smart board, project. Use it your way! Flexible delivery: one-to-one, small group discussions, whole class.
- [(A125) Speech Sound Sentences for Generalisation](https://www.banterspeech.com.au/product/a125-speech-sound-sentences-for-generalisation/) - We designed this resource to help speech pathologists, teachers and others who support children with speech sound challenges to work at the sentence level without needing to generate their own sentences each time. This resource contains 440 sentences - at least 20 sentences for each consonant - with target consonants presented in a developmentally appropriate sequence.
- [(E411) Slushy /s/ Zapper: A Lateral Lisp Treatment Resource](https://www.banterspeech.com.au/product/slushy-s-zapper-a-lateral-lisp-treatment-resource-4/) - Lateral lisps are never developmentally appropriate and should be tackled as soon as possible. But, as most paediatric speech pathologists will attest, lateral lisps can be tricky to treat. To make things easier for clients, families, and speech pathologists, we have produced the Slushy /s/ Zapper. The Slushy /s/ Zapper pack includes: a 25-page program with 8 modules/parts/challenges; 129 flashcards with photographs of /s/ initial, medial and final words; and 9 audio recordings (.m4a file format, Australian-accent female voice). Please note the zip file containing the Slushy /s/ Zapper is almost 12 MB. If your email system won't allow for a file this size to be delivered to you, please purchase the Slushy /s/ Zapper from our Teachers Pay Teachers store where you can get direct access to the product.
- [(R302) Word Decoding Exercises: High Frequency Polysyllabic Word Decoding-3 syllable words](https://www.banterspeech.com.au/product/word-decoding-exercises-high-frequency-polysyllabic-word-decoding-3-syllable-words/) - Ten short word recognition exercises focusing on fast and accurate decoding of high frequency and fully decodable three-syllable words. Formatted in PDF (for print) and for Google Slides (for smart boards, iPads, and other devices, and to access the animations).
- [The No-Prep Mumble-Buster: for children who mumble and mutter](https://www.banterspeech.com.au/product/the-no-prep-mumble-buster-for-children-who-mumble-and-mutter-4/) - The pack incorporates 41 pages of social stories as well as drill-play language games and fun activities designed to improve the student's: awareness of mumbling and its social effects; ability to discriminate mumbling from clear speech; understanding of the key elements of clear speech, including rate, volume and good articulation; response to cues from therapists, teacher, parents and others; and general intelligibility, first in the training sessions and then out in their "real world".
- [Australian Employment Agreement Template for Speech Pathologists (Casual)](https://www.banterspeech.com.au/product/australian-employment-agreement-template-for-speech-pathologists-casual-2/) - We've designed the template to be consistent with Fair Work Australia template contracts; the Health Professionals and Support Services Award 2020 (MA000027); the National Employment Standards in the Fair Work Act (Cth) 2009; the Annual Wage Review 2023-2024 Decision of the Fair Work Commission from June 2024; Speech Pathology Australia's Code of Ethics; and the profession's scope, range and areas of practice in Australia, including as defined in as defined in Professional Standards for Speech Pathologists in Australia (2020) published by SPA.
- [(B210) Early polysyllabic words: a resource pack to support children with severe speech sound disorders](https://www.banterspeech.com.au/product/early-polysyllabic-words-a-resource-pack-to-support-children-with-severe-speech-sound-disorders/) - In this 17-page pack, we introduce early two, three, and four syllable words. We chose the target words: from functional and common English words identified in the Semantic Networks for children aged 21-36 months of age, as reported by Wordbank: An open database of children's vocabulary development, which contains data from over 75,000 young children; and with a preference for early acquired consonants, including bilabial speech sounds (e.g. /p, b, m/); and early alveolar speech sounds (e.g. /d, n, t/). These speech sounds are typically acquired by around the age of 3 years.
- [(C301) Complexity Approach: 3-sound clusters (/spl, str, skw, skr and spr/)](https://www.banterspeech.com.au/product/c301-complexity-approach-3-sound-clusters-spl-str-skw-skr-and-spr/) - Included in this 22-page (+ 8 audio files) 3-sound clusters pack are the following audio files (.mp3) and PDFs: Part A: Three-sound clusters: spl- (PDF and audio file) Non-word Syllable Bootcamp Part B: Three-sound clusters: str- (x3 PDFs and audio files) Non-word Syllable Bootcamp Part C: Three-sound clusters: skw- (PDF and audio file) Non-word Syllable Bootcamp Part D: Three-sound clusters: skr- (x2 PDFs and audio files) Non-word Syllable Bootcamp Part E: Three-sound clusters: spr- (PDF and audio file) Non-word Syllable Bootcamp
- [Informed Consent to Treatment (Child)](https://www.banterspeech.com.au/product/informed-consent-to-treatment-child-3/) - Seeking written consent before you start therapy gives you an opportunity to have an open conversation with your client's parent or guardian about assessment findings, treatment alternatives, expected benefits, risks and factors that may affect outcomes (like attendance and home practice). This short form consent is designed to help you get consent and to prompt that important discussion with your clients and their families.
- [(R205) CVC Words: Short Vowel Workouts](https://www.banterspeech.com.au/product/short-vowel-workouts-using-consonant-vowel-consonant-cvc-words/) - Even after beginning readers have learned their basic code letter-sound links, it’s common for them to continue confuse letter-sound links associated with the short vowels - , , , , and - when reading words. This 33-page resource is designed to help students decode and blend consonant-vowel-consonant (CVC) combinations to form words. It includes 26 exercises of structured practice for each short vowel in CVC words. It also includes exercises that: mix commonly confused vowels including v and v ; and contrast pairs of words differing only by the vowel (e.g. “bag” v “bug” and “sell” v “sill”). Formatted in PDF (for print) and for Google Slides (for smart boards, iPads, and other devices).
- [(L318) "He's" and "She's" - Contractible Copula and Auxiliary Verbs Mega Workout](https://www.banterspeech.com.au/product/hes-and-shes-contractible-copula-and-auxiliary-verbs-mega-workout/) - “He's swimming. He's happy. She's building. She's noisy!" Viv the Punctuation Pirate presents a language convention workout - contractible copula and auxiliary verbs workout. This 72-page no-preparation pack is designed to provide people with focused, scaffolded practice of the form.
- [(L244) Sentence Builders: "After"](https://www.banterspeech.com.au/product/sentence-builders-after/) - One reason "after" is difficult to understand in sentences is that, sometimes, the sequence of events described does not match the word order of the sentence, e.g. "Put on your jacket after you put on your shoes". Many people with language difficulties use a strategy of doing things in the order they are named. In this 18-page language workout, we provide lots of examples of "after" in familiar routines, presented chronologically to emulate a simple narrative. We have elected to use "after" as a conjunction (rather than as a preposition, adverb or adjective) to stimulate complex sentence development. We have used pictures as well as the words to support people with different strengths and skill levels.
- [(L243) Sentence Builders: "Before"](https://www.banterspeech.com.au/product/sentence-builders-before/) - One reason "before" is difficult to understand in sentences is that, sometimes, the sequence of events described does not match the word order of the sentence, e.g. "Before I put on my jacket, I put on my shoes." Many people with language difficulties use a strategy of doing things in the order they are named. This is why many young children hearing the instruction above will put on their jackets first, and then their shoes, rather than the other way around. In this 16-page language workout, we provide lots of examples of "before" in familiar routines. We have elected to use "before" as a conjunction (rather than as a preposition or adverb) to stimulate complex sentence development. We have used pictures as well as the words to support people who can read, and those that can't.
- [(L240) Sentence builders: "When" as a subordinating conjunction](https://www.banterspeech.com.au/product/sentence-builders-when-as-a-subordinating-conjunction/) - Some people - including people learning English as a second language, and people with developmental language disorders - have difficulty understanding and using “when” in complex sentences. This 22-page pack is designed to help them, with scaffolded examples using both pictures and words to support people with a range of different needs to learn the word in sentences.
- [(L232) Sentence Builders: "While" as a Subordinating Conjunction](https://www.banterspeech.com.au/product/sentence-builders-while-as-a-subordinating-conjunction/) - Some people - including people learning English as a second language, and people with developmental language disorders - have difficulty understanding and using “while” in complex sentences. This 20-page pack is designed to help them, with lots of scaffolded examples using both pictures and words to support people with a range of different needs to learn the word in sentences.
- [(L273) Sentence builders: "Although" as a Subordinating Conjunction](https://www.banterspeech.com.au/product/sentence-builders-although-as-a-subordinating-conjunction/) - In this 25-page no-prep pack of sentences, we provide several scaffolded examples of "although sentences". Part A of the pack contains 37 examples of sentences containing "although" as a conjunction. Both words and pictures are used to support people who are learning to use "although". In Part B, we present several sentence fragments for users to complete using their knowledge of "although" to link ideas while connoting contrast.
- [(L246) Sentence builders: "Unless" as a Subordinating Conjunction](https://www.banterspeech.com.au/product/sentence-builders-unless-as-a-subordinating-conjunction/) - In this 21-page language workout, we provide lots of examples of "unless" in familiar routines. We have elected to use "unless" as a conjunction to stimulate complex sentence development. We have used pictures as well as the words to support people with different strengths and skill levels.
- [(R801) Reading Comprehension Practice - Volume 1: Short Biographies and Fables](https://www.banterspeech.com.au/product/reading-comprehension-practice-volume-1-short-biographies-and-fables/) - In this 17-page resource, we have prepared 10 short, classic reading passages, each with 10 questions probing comprehension at different levels of abstraction, to help teachers and others working with students to model comprehension strategies. Comprehension questions include simple "look back and find" facts in the text, as well as questions that require reorganisation of information, and abstract "why" and "how" questions requiring inferencing, prediction, retelling and other higher level language skills.
- [(L301) Barrier Tasks for Receptive Language, Vocabulary and Language Structures](https://www.banterspeech.com.au/product/barrier-tasks-for-receptive-language-vocabulary-and-language-structures/) - Barrier tasks are flexible activities that help students - including students with communication disorders and students learning English as an additional language - to demonstrate functional skills requiring clear communication. In this 28-page pack, the barrier stimulus worksheets are designed to help participants to develop their vocabulary and language structures using 10 familiar scenes. The pack includes instructions, and tokens to use with the worksheets.
- [(R802) Reading Comprehension Practice - Volume 2: Explanations of Familiar Things](https://www.banterspeech.com.au/product/reading-comprehension-practice-volume-2-explanations-of-familiar-things/) - In this 17-page resource, we have prepared 10 short, classic reading passages, each with 10 questions probing comprehension at different levels of abstraction, to help teachers and others working with students to model comprehension strategies. Comprehension questions include simple "look back and find" facts in the text, as well as questions that require reorganisation of information, and abstract "why" and "how" questions requiring inferencing, prediction, retelling and other higher level language skills.
- [(R508) Think, Then Write: Criterion-Referenced Writing Assessment/Screener + Scoring Checklist](https://www.banterspeech.com.au/product/think-then-write-criterion-referenced-writing-assessment-screener-scoring-checklist/) - This no-prep 35-page screener is designed to elicit several writing samples. We've also included a 13-page Scoring Checklist (Google Form) so you may score your students' results. In addition to screening sentence, paragraph and short text composition skills, the multiple samples elicited enable you to comment on overall cohesion, patterns of spelling and punctuation errors, as well as handwriting.
- [(R301) Word Decoding Exercises: High Frequency Polysyllabic Word Decoding-2 syllable words](https://www.banterspeech.com.au/product/word-decoding-exercises-high-frequency-polysyllabic-word-decoding-2-syllable-words/) - 12 short word recognition exercises focusing on fast and accurate decoding of high frequency and fully decodable two syllable words. Formatted in PDF (for print) and for Google Slides (for smart boards, iPads, and other devices, and to access the animations).
- [(L133) Verbs: Irregular Past Tense Verb Workout 2 (took, broke, stood, spoke)](https://www.banterspeech.com.au/product/irregular-past-tense-verb-workout-2-took-broke-stood-spoke/) - In this 20-page Pack 2, we cover four of the highest frequency verbs in English with irregular past tense forms: took, broke, stood, spoke. We tackle them one at a time, with “mini-stories" for each verb. We then put them all together for extra practice and revision.
- [(L279) “But” Sentence Maker: high repetition scaffolded compound sentences](https://www.banterspeech.com.au/product/l279-but-sentence-maker-high-repetition-scaffolded-compound-sentences/) - In the first part of the resource, we provide 20 fully-worked sentence examples to help teachers, speech pathologists and parents to model a variety of “but” sentences to students in a focused and time-efficient way.
- [Zero Tolerance Policy (Plain English)](https://www.banterspeech.com.au/product/zero-tolerance-policy-plain-english/) - This Zero Tolerance Policy template is designed to signal to clients and others that staff and others in your workplace should always be treated with respect and dignity, and that violent, aggressive, abusive, and threatening behaviours are never OK. We’ve worked hard to write the policy in Plain English, and it is in editable Word format so you can expand and tailor it for any special or additional risks in your workplace. We’ve also included an A4 poster, which can be put up behind reception desks and other areas in which client discussions are regularly held.
- [(L214) Following Directions Workout 1](https://www.banterspeech.com.au/product/following-directions-workout-1/) - In this 15-page no-prep pack, we have selected complex sentence structures frequently used in instructions, including sentences containing the subordinating conjunctions "if", "when", "while", "when", "don't/unless", "don't until", "before" and "after". To help students, we have sorted objects semantically. To practice, we have selected items based on those used in the student's real world (e.g. in the classroom).
- [(L204) Blanks 2: How are these things different?](https://www.banterspeech.com.au/product/how-are-these-things-different-blanks-2/) - In this 34-page no-prep pack, we target a Blank's Level 2 comprehension task. Specifically, we ask students to distinguish between two similar items by naming an attribute of each that is dissimilar. This work can also help children to classify things and to build their semantic knowledge by helping them build their knowledge of in/out groupings.
- [(L206) Blanks 2: What can these things all do/what can you do with these things?](https://www.banterspeech.com.au/product/what-can-these-things-all-do-what-can-you-do-with-these-things-blanks-level-2/) - In this 38-page no prep pack, we target a Blank's Level 2 comprehension task. Specifically, we ask students to think about what actions groups of people, animals and things can perform. This stimulates children to increase their understanding of actions. It can also help children to classify things and to build their semantic knowledge by reference to function.
- [(L226) Sentence builders: "Because" as a Subordinating Conjunction](https://www.banterspeech.com.au/product/sentence-builders-because-as-a-subordinating-conjunction/) - At around the age of 36-42 months, typically developing children begin to understand and to use complex sentences containing the subordinating conjunction "because". Some people - including some people who are learning English as a second language and people with language disorders - have difficulties understanding and/or using "because" as a subordinating conjunction. We designed this 25-page no preparation pack to help model the form in a focused way. Featuring pictures and words, this resource is designed to help people of different ages and abilities to understand "because" sentences.
- [Session Plan and Data Collection Worksheet](https://www.banterspeech.com.au/product/session-plan-data-collection-worksheet-3/) - This Session Plan and Data Collection Worksheet is designed to streamline session preparation, execution and outcome measurement. Simply: extract your client's session goals from her/his management plan; devise your activities; set your reinforcement; jot down any special materials you need to prepare; then collect session data, all on one A4 piece of paper. It's saved us hours of admin a week. We hope it helps you too. The resource is made available as a PDF and Word document.
- [(L329) F-Framework discussion and conversation starters for younger school-aged children](https://www.banterspeech.com.au/product/l329-f-framework-discussion-and-conversation-starters-for-younger-school-aged-children/) - Language sessions for young school-aged children should be positive, engaging, strength-based, and practical. For all these reasons, we like to include conversations about family, fitness, friends, functioning, future, and fun - the 6 Fs!
- [(S101) Stutter-Affirming Initial Consultation Pack for School-Age Children and Teenagers](https://www.banterspeech.com.au/product/s101-stutter-affirming-initial-consultation-pack-for-school-age-children-and-teenagers/) - This is our stutter-affirming initial consultation pack designed to support other speech-language pathologists to deliver stutter-affirming care to school-age children and teenagers.
- [(L250) Sentence builders: "Until" as a Subordinating Conjunction](https://www.banterspeech.com.au/product/sentence-builders-until-as-a-subordinating-conjunction/) - In this 20-page language workout, we provide lots of examples of "until" in familiar routines. We have elected to use "until" as a conjunction (rather than as a preposition) to stimulate complex sentence development. We have used pictures as well as the words to support people with different strengths and skill levels.
- [(R507): Think Then Write Workbook 1: Simple Sentences](https://www.banterspeech.com.au/product/think-then-write-foundations-simple-sentence-writing-bundle-sv-svo-svc-sva-svoa-svoo-svoa-sentence-structures-and-compound-sentences-using-conjunctions/) - In this 340+ page workbook, you will learn how to write simple sentences including subject-verb (SV), subject-verb-object (SVO), subject-verb-complement (SVC), subject-verb-adverb (SVA), and subject-verb-object-adverbial (SVOA) phrase sentences.
- [Australian Employment Agreement Template for an Administrative Assistant working in a speech pathology clinic (Part-Time)](https://www.banterspeech.com.au/product/australian-employment-agreement-template-for-an-administrative-assistant-working-in-a-speech-pathology-clinic-part-time/) - We've designed this employment agreement template to be consistent with Fair Work Australia template contracts, the Health Professionals and Support Services Award 2020, the National Employment Standards in the Fair Work Act (Cth) 2009, and the Annual Wage Review 2023-24 Decision of the Fair Work Commission from June 2024.
- [(S117) Picture Description Resources for Stuttering Therapy (Volume 1)](https://www.banterspeech.com.au/product/picture-description-resources-for-stuttering-therapy-including-lidcombe-program-volume-1/) - This 40-page 'no-preparation' pack features 30 interesting, high-quality photographs that can be used for picture description tasks at all levels - from single words, all the way up to making inferences. The resource is suitable for face-to-face practice and telehealth (via video conferencing platforms such as Zoom, Coviu and Skype).
- [(L222) Compound Conjunction Sentence Builders: "For" (a more formal way of saying "because")](https://www.banterspeech.com.au/product/compound-conjunction-sentence-builders-for-a-more-formal-way-of-saying-because/) - Used correctly, "for" conjunctions can add variety to writing, and avoid over-reliance on "because". Some people - including people learning English as a second language and people with developmental language disorders - have difficulty learning to use "for" as a conjunction. This 25-page no preparation pack is designed to help! Featuring pictures and orthography, the exemplar sentences provides focused, scaffolded practice for people of all ages.
- [(L309) Verbs: The Action Describer - Verb-Description Program Using Semantic Feature Analysis](https://www.banterspeech.com.au/product/verbs-the-action-describer-verb-description-program-using-semantic-feature-analysis/) - This no-preparation pack is designed to help students of all abilities to learn and apply the strategy of semantic feature analysis to verbs. To make it accessible to all students, we have chosen high frequency verbs.
- [(R803) Reading Comprehension Practice - Volume 3: Months of the Year and Annual Events](https://www.banterspeech.com.au/product/reading-comprehension-practice-volume-3-months-of-the-year-and-annual-events/) - In this 19-page resource, we have prepared 10 short reading passages, each with 10 questions probing comprehension at different levels of abstraction, to help teachers and others working with students to model comprehension strategies. Comprehension questions include simple "look back and find" facts in the text, as well as questions that require reorganisation of information, and abstract "why" and "how" questions requiring inferencing, prediction, retelling and other higher level language skills.
- [(L321) Relative Clause Sentence Workout: Which](https://www.banterspeech.com.au/product/relative-clause-sentence-workout-which/) - A relative clause is a subordinate clause that specifies or gives information about a person or a thing. They come after nouns or pronouns; and often begin with a relative pronoun such as 'who', 'that', or 'which'. In this resource, we provide lots of structured practice with relative clauses starting with 'which'.
- [(L501) Listen then Speak 1: an oral language workout for students in Years 2-5](https://www.banterspeech.com.au/product/listen-and-speak-1-an-oral-language-workout-for-students-in-years-2-5/) - In these 19 no-prep slides, we include language activities to pursue 10 oral language goals related to improved language comprehension and expression for school students. Suitable for children in Years 2-5 - as well as for older children with language, reading comprehension and other learning disorders, and people learning English as an additional language - the specific skills targeted in this pack are set out below.
- [(L414) Theory of Mind and Blank's Level 4 Questions Picture Resource](https://www.banterspeech.com.au/product/blanks-level-4-and-theory-of-mind-questions-picture-resource/) - This resource is designed to help students develop their Theory of Mind and answer abstract questions at Blank's Fourth Level of Questioning.
- [(L205) Blanks 2: Tell me something that is a/an....?](https://www.banterspeech.com.au/product/tell-me-something-that-is-a-an-blanks-2/) - In this 25-page no-prep pack, we target a Blank's Level 2 comprehension task. Specifically, we ask students to name members of common categories. This work can also help children to classify things and to build their semantic knowledge by helping them classify objects by category or groups.
- [(R219) Listen then Write: 'Old School' Daily Sentence Dictation Practice](https://www.banterspeech.com.au/product/listen-then-write-old-school-daily-sentence-dictation-practice/) - In this 25-page no-prep resource, we target three things at once: encoding (or spelling) targets that mirror decoding practice (e.g with decodable books); high frequency sentence structures used in English; and English sentence punctuation conventions. Our encoding and sentence structure targets are sequenced from simple to complex: In Part A, we target simple sentence structures (like SV, SVO, SVC, SVA, and SVOA) requiring only knowledge of the basic code. In Part B, we target compound sentence structures (using decodable conjoining conjunctions like “and”, “but”, “yet”, and “so”) requiring knowledge of split digraphs, how to encode two-syllable (decodable) polysyllabic words. In Part C, we target complex sentence structures (using subordinating conjunctions, like “because”, “if”, “while”, “before”, “after”, “until”, “unless” “although”, and “otherwise”) and knowledge of high frequency extended code diphthongs and digraphs following the early Sounds Write sequence.
- [(L221) Compound Conjunction Sentence Builders: "Yet" (as a stronger alternative to "but")](https://www.banterspeech.com.au/product/compound-conjunction-sentence-builders-yet-as-a-stronger-alternative-to-but/) - A perhaps stronger and more formal alternative to "but" is the compound conjunction "yet". Although not used as frequently as "but" in casual conversation, "yet" is used commonly to contrast ideas in more formal speech (e.g. debating, speeches or presentations) and in persuasive writing. In this 23-page no preparation pack, we demonstrate the use of "yet" as a conjunction to communicate contrast, with a variety of scaffolded sentences. Featuring pictures and orthography, this pack is designed for people of all ages who need practice in using "yet" to improve their speech or writing (or both).
- [(L123) Subject Verb Negative ("No") Object (SVNegO) Sentences](https://www.banterspeech.com.au/product/subject-verb-negative-no-object-svnego-sentences/) - This is the eighth in our series of sentence builders, focusing on Subject-Verb-Negative (“no")-Object constructions, e.g. “The boy has no pets". Typically developing children usually acquire this sentence structure at around the age of 30-36 months of age, although people who are learning English as a second language and/or have a communication disorder may struggle to grasp the pattern. This no-preparation pack is designed to help support people who need help with these sentences, and features high frequency, present tense verbs to help stimulate oral language development.
- [(L128) Subject-Verb-Complement (SVC) Sentence Builders](https://www.banterspeech.com.au/product/subject-verb-complement-svc-sentence-builders/) - This is the third in our series of sentence builders, focusing on Subject-Verb-Complement constructions, e.g. "The boy is smart.". Typically developing children usually acquire this sentence structure at around the age of 2-2 1/2 years of age, although people who are learning English as a second language and/or have a communication disorder may struggle to grasp the pattern. This no-preparation pack is designed to help support people who need help with these sentences, and features high frequency, present tense verbs to help stimulate oral language development.
- [(L319) Relative Clause Sentence Workout: Who](https://www.banterspeech.com.au/product/relative-clause-sentence-workout-who/) - A relative clause is a subordinate clause that specifies or gives information about a person or a thing. They come after nouns or pronouns; and often begin with a relative pronoun such as 'who', 'that', or 'which'. In this resource, we provide lots of structured practice with relative clauses starting with 'who'.
- [(L218) Compound Conjunction Sentence Builders: "or"](https://www.banterspeech.com.au/product/compound-conjunction-sentence-builders-or-2/) - At around 42-48 months, typically developing children start to use sentences containing the conjunction “or". Understanding “or" in sentences helps to build receptive and expressive oral language skills at the sentence level. In addition to helping children to understand and to produce “or" sentences, this 28-page no-preparation pack also uses basic categories (e.g. music, snacks, clothing) to stimulate semantic language development.
- [(L236) Picture Description Scaffolded Sentence Maker: generate your own simple, compound and complex sentences](https://www.banterspeech.com.au/product/picture-description-scaffolded-sentence-maker-generate-your-own-simple-compound-and-complex-sentences/) - For beginners, our simple, compound sentence and complex sentence sentence builders are a great way to start, with highly structured practice and lots of repetitions. But, to truly learn how to use sentence forms and to transfer those skills to conversation, story telling and other kinds of discourse, you need to generate your own sentences.
- [(L219) Compound Conjunction Sentence Builders: "Neither...nor"](https://www.banterspeech.com.au/product/compound-conjunction-sentence-builders-neither-nor-2/) - "Neither...nor" sentences are notoriously tricky for many people to learn, including people learning English as a second language and people with developmental language disorders. This 30-page no-preparation sentence builder pack is designed to give people structured, concentrated practice of the sentence form. Supported by pictures and orthography, these sentence scaffolds are designed to help people of all ages who need to practice "neither...nor" sentences.
- [(L403) Theory of Mind: How does she think he is feeling? A Second-Order Theory of Mind Picture Resource](https://www.banterspeech.com.au/product/how-does-she-think-he-is-feeling-a-second-order-theory-of-mind-picture-resource/) - A Second-Order Theory of Mind (ToM) social picture resource with more than 140 Blank’s Level 3 and 4 Questions to promote the modelling and learning of social and verbal reasoning skills. By around 7 years of age, students start to think about what others are thinking or feeling about what someone else is thinking or feeling. We use this 21-page no-prep resource in our busy speech pathology clinic to support students with a range of different needs, including students with language and learning disorders, as well as students with Autism Spectrum Disorder (ASD). It is suitable for face-to-face and distance learning.
- [(L119) Subject-Verb-Object (SVO) Sentence Builders](https://www.banterspeech.com.au/product/subject-verb-object-svo-sentence-builders/) - This is the second in our series of sentence builders, focusing on Subject-Verb-Object constructions, e.g. "The boy is eating a pie". This no-preparation pack is designed to help support people who need help with these sentences, and features high frequency, present tense verbs to help stimulate oral language development.
- [(L427) Functional Communication Probes for Young School-Aged Children](https://www.banterspeech.com.au/product/l427-functional-communication-probes-for-young-school-aged-children/) - Standardised test results don’t tell us how a child functions in the real world or how communication problems may affect his or her quality of life and participation. We developed this functional communications probe in-house to help us to get a better idea of young school-aged students’ oral language abilities across a range of tasks, including answering questions, requesting, protesting, following instructions, describing objects, explaining cause-effect relationships, outlining procedures, predicting consequences, having conversations, story-telling, personal recounts, problem solving and choice-making. While not designed for diagnostic purposes, these probes help us to look at a student’s language use across a range of tasks that emulate the types of activities young school-aged children engage in at home, school and in the community. In practice, we’ve also found this tool helps us to support families to identify goals that matter most for them and their child; and to see progress.
- [(D406) Weak Syllable Deletion Pack](https://www.banterspeech.com.au/product/d406-weak-syllable-deletion-pack/) - When we speak, we don’t emphasise each of our syllables equally. For example, in the word ‘telephone’, we usually place the stress on the ‘te’ and ‘phone’, leaving the ‘le’ syllable in the middle un-stressed and weak. In ‘umbrella’, we stress the ‘bre’, leaving the ‘um’ unstressed and weak. It’s common for young children to omit weak syllables. We call this weak syllable deletion. This no-prep 7-page Weak Syllable Deletion resource features high frequency, functional words, with orthography and pictures.
- [(L230) Sentence builders: "If" as a Subordinating Conjunction](https://www.banterspeech.com.au/product/sentence-builders-if-as-a-subordinating-conjunction/) - Some people - including some people who are learning English as a second language and people with language disorders - have difficulties understanding and/or using "if" as a subordinating conjunction. We designed this 24-page no preparation pack for them. Featuring pictures and words, this resource is designed to help people of different ages and abilities to understand "if" sentences.
- [(L109) Subject-Verb (SV) Sentence Builders](https://www.banterspeech.com.au/product/subject-verb-sv-sentence-builders/) - This is the first in our series of sentence builders, focusing on Subject-Verb constructions, e.g. "The boy is swimming". This no-preparation pack is designed to help support people who need help with these sentences, and features high frequency, present tense verbs to help stimulate oral language development.
- [(N109) NDIS Waste Management Policy and Procedures](https://www.banterspeech.com.au/product/ndis-waste-management-policy-and-procedures/) - If you are an NDIS Provider, the National Disability Insurance Scheme Practice Standards and Quality Indicators require you to have waste management policies and procedures to protect participants, workers and others who work with you from harm, including from harms caused by exposure to waste, or from infectious or hazardous substances generated during the delivery of your supports and services. The 8-page policy template covers general, clinical, clinical sharps, and pharmaceutical waste. For many NDIS Providers, the focus will be on managing general waste. However, some NDIS Providers provide health or clinical services to participants, and may also also need to address the management of clinical, clinical sharps, and, potentially, pharmaceutical waste flows, too.
- [(N106) Code of Conduct for NDIS Providers and Health Providers](https://www.banterspeech.com.au/product/code-of-conduct-for-ndis-providers-and-health-providers/) - Integrating the key elements of the NDIS Code of Conduct, with the Codes of Conduct for AHPRA-registered health professionals, and the Codes of Conduct for Unregistered Health Practitioners, this Code of Conduct is suitable for any NDIS provider and health professional, including health providers who are also NDIS providers.
- [(S106) Lidcombe Program Starter Series: Resources for Highly Structured Practice: Categories Animated Bingo](https://www.banterspeech.com.au/product/lidcombe-program-starter-series-resources-for-highly-structured-practice-categories-animated-bingo/) - With the Lidcombe Program for childhood stuttering, our first goal, usually, is to eliminate or virtually eliminate the child's stuttering in 'structured activities' at home (early Stage 1).
- [(S109) Lidcombe Program Starter Series: Resources for Highly Structured Practice: Name that Dinosaur (or other Prehistoric Reptile)!](https://www.banterspeech.com.au/product/lidcombe-program-starter-series-resources-for-highly-structured-practice-name-that-dinosaur-or-other-prehistoric-reptile/) - With the Lidcombe Program for childhood stuttering, our first goal, usually, is to eliminate or virtually eliminate the child's stuttering in “structured activities" at home. In this resource, we include 20 race tracks, each featuring a vehicle to “go around" a race track including five pit stops, each with high frequency words in an early developing category.
- [(L223) Compound Conjunction Sentences Builders: "so"](https://www.banterspeech.com.au/product/compound-conjunction-sentences-builders-so-2/) - Many people learning English as a second language and/or with developmental language disorders (including people with autism) need structured practice to know how to make "so" sentences. This 16-page no-preparation Sentence Builder pack is designed to give people structured support to do exactly that, using pictures and orthography, to help children and adults construct "so" sentences, including people with literacy challenges.
- [(L216) Compound Conjunction Sentence Builders: "and"](https://www.banterspeech.com.au/product/compound-conjunction-sentence-builders-and-2/) - Most typically developing children learn to understand and to use "and" in sentences at around 42-48 months of age. Many people learning English as a second language, and/or with developmental language disorders need extra practice. This 12-page "no preparation" pack is designed to help give people lots of practice saying compound sentences using "and" to join words. The sentence scaffolds include pictures and orthography to support people of all ages to practice this important sentence form in multiple ways.
- [(L217) Compound Conjunction Sentence Builders: "But"](https://www.banterspeech.com.au/product/compound-conjunction-sentence-builders-but/) - At around 3 years of age, typically developing children start to understand sentences containing the conjunction "but". In this 18-page no-prep pack, we introduce two friends who like different things. In addition to helping children to understand and to produce "but" sentences, this pack also promotes theory of mind development, starting with the fundamental idea that different people like different things. Finally, basic categories (e.g. fruits, vegetables, actions) are used to stimulate semantic language development.
- [(S107) Lidcombe Program Starter Series: Resources for Highly Structured Practice: Say What I Say](https://www.banterspeech.com.au/product/lidcombe-program-starter-series-resources-for-highly-structured-practice-say-what-i-say/) - With the Lidcombe Program for childhood stuttering, our first goal, usually, is to eliminate or virtually eliminate the child's stuttering in 'structured activities' at home (early Stage 1).
- [(S111) Westmead Program for Children who Stutter: Introduction & Carrier Phrase Workout](https://www.banterspeech.com.au/product/westmead-program-for-children-who-stutter-introduction-carrier-phrase-workout/) - This scripted and no-prep 35-page resource is designed to help speech pathologists to introduce the Westmead Program to families of children who stutter and to start practising syllable timed speech. It features: * multiple speech model recordings; * several structured speech exercises, including carrier phrase prompts with pictures, picture description tasks, questions aligned with Marion Blank's 2nd, 3rd, and 4th Levels of questioning, procedure prompts, 'Would you rather...?' questions, and a story generation task; * activity suggestions to do the home practice; and * a home practice log. We designed this resource to make the early stages of treatment easier for speech pathologists, families and students. This resource is formatted to be presented using Google Slides, PowerPoint, PDF, and can be presented on any compatible electronic device.
- [Child Safety Code of Conduct and Policy](https://www.banterspeech.com.au/product/child-safety-code-of-conduct-and-policy/) - Child safety is the most important obligation of NDIS providers and health providers who work with children. This 16-page Child Safety Code of Conduct and Policy template is designed to help NDIS providers and health providers to respond to, and implement, the National Principles for Child Safe Organisations published by the Australian Human Rights Commission, as a step toward becoming a child safe organisation.
- [(N105) NDIS Worker Screening Policy and Risk Management Plan Template](https://www.banterspeech.com.au/product/ndis-worker-screening-policy-and-risk-management-plan-template/) - To protect participants, the NDIS (Practice Standards – Worker Screening) Rules 2018, as amended (the Rules) require NDIS providers to have a policy and processes in place to screen workers and other personnel.
- [(L145) Subject-Verb-Object-Adverbial Phrase (SVOA) Sentence Builders](https://www.banterspeech.com.au/product/subject-verb-object-adverbial-phrase-svoa-sentence-builders/) - This is the seventh in our series of sentence builders, focusing on Subject-Verb-Object-Adverbial Phrase constructions, e.g. "The boy ate an apple in the kitchen." Typically developing children usually acquire this sentence structure at around the age of 30-36 months, although people who are learning English as a second language and/or have a communication disorder may struggle to grasp the pattern. This 9-page no-preparation pack is designed to help support people who need help with these sentences, and features high frequency, present tense verbs to help stimulate oral language development.
- [(S105) Lidcombe Program Starter Series: Resources for Highly Structured Practice: Noun and Verb Naming](https://www.banterspeech.com.au/product/lidcombe-program-starter-series-resources-for-highly-structured-practice-noun-and-verb-naming/) - With the Lidcombe Program for childhood stuttering, our first goal, usually, is to eliminate or virtually eliminate the child's stuttering in 'structured activities' at home (early Stage 1).
- [(S108) Lidcombe Program Starter Series: Resources for Highly Structured Practice: Start Your Engines!](https://www.banterspeech.com.au/product/lidcombe-program-starter-series-resources-for-highly-structured-practice-start-your-engines/) - With the Lidcombe Program for childhood stuttering, our first goal, usually, is to eliminate or virtually eliminate the child's stuttering in “structured activities" at home. In this resource, we include 20 race tracks, each featuring a vehicle to “go around" a race track including five pit stops, each with high frequency words in an early developing category.
- [Australian Employment Agreement Template for an Allied Health Assistant working in a speech pathology private practice (Casual)](https://www.banterspeech.com.au/product/australian-employment-agreement-template-for-an-allied-health-assistant-working-in-a-speech-pathology-private-practice-casual/) - We've designed this casual employment agreement template for allied health assistants working in speech pathology private practices to be consistent with Fair Work Australia template contracts; the Health Professionals and Support Services Award 2020; the National Employment Standards in the Fair Work Act (Cth) 2009; the Annual Wage Review 2023-2024 Decision of the Fair Work Commission from June 2024; and the Delegation of Tasks to Speech Pathology Support Personnel in Speech Pathology Australia’s 'Parameters of Practise: Guidelines for Delegation, Collaboration and Teamwork in Speech Pathology Practice'.
- [(L305) Blanks 3: What is it? Semantic feature analysis - describing objects by key attributes](https://www.banterspeech.com.au/product/blanks-3-what-is-it-semantic-feature-analysis-describing-objects-by-key-attributes-2/) - With a scripted introduction, a colourful scaffold, and 30 examples, this 43-page no-preparation pack is designed to give students plenty of structured practice describing common objects. Once completed, students can use the scaffold to describe any object, including curriculum specific nouns.
- [(N101) NDIS Complaints Management and Resolution System Policy Document and Complaint and Feedback Form](https://www.banterspeech.com.au/product/ndis-complaints-management-and-resolution-system-policy-document-and-complaint-and-feedback-form/) - This resource includes a: NDIS Complaints Management and Resolution System Policy Document (8 pages); and NDIS Complaint and Feedback Form (3 pages), designed to help meet the requirements of the National Disability Insurance Scheme (Complaints Management and Resolution) Rules 2018. Having such a policy is a condition of registration - and something NDIS providers can expect to be asked for as part of verification or certification. We've used a plain English, accessible writing style, and included a PDF and a Word version of both documents, so you can use or adapt the documents for your needs.
- [(N103) NDIS Risk Management System Template](https://www.banterspeech.com.au/product/ndis-risk-management-system-template/) - This is a 20-page NDIS Risk Management System resource made in response to the National Disability Insurance Scheme (Quality Indicators) Guidelines 2018 and the National Disability Insurance Scheme (Provider Registration and Practice Standards) Rules 2018. Having such a system is a condition of registration – and something NDIS providers can expect to be asked for as part of verification or certification.
- [(N102) NDIS Incident Management and Reportable Incidents System Policy and Procedures](https://www.banterspeech.com.au/product/ndis-incident-management-and-reportable-incidents-system-policy-and-procedures/) - Updated, plain English 28-page NDIS Incident Management and Reportable Incidents System Policy and Procedures Template (PDF and Word formats).
- [Voicemail Script](https://www.banterspeech.com.au/product/voicemail-script/) - A voicemail script for a speech pathologist to record on his or her voicemail system. Just download and record!
- [Client File Register](https://www.banterspeech.com.au/product/client-file-register/) - This simple client file register means you have the details of all your clients (including name, file number and status) in the one place. This resource is available in Word and PDF formats. Never forget a client’s file number again!
- [Initial Appointment Email Confirmation](https://www.banterspeech.com.au/product/initial-appointment-email-confirmation-3/) - A new client calls you and books an appointment. Great. You've logged their essential information with your phone intake form. Even better. What next? Use this template to confirm the details of your client's first appointment in writing. Designed to reduce failures to attend, confirm assessment fees, answer frequently asked questions about your address and other logistical details. This template is available in Word and PDF formats.
- [Weekly Session Planner](https://www.banterspeech.com.au/product/weekly-planner-3/) - This one-page Weekly Session Planner helps you to plan and deliver therapy without losing momentum. Simply: print off or open up your Weekly Planner (PDF or fully editable Word document); write down/type out each appointment in order, grab the files; and then tick off boxes as you complete each stage of session preparation. Great for: "batching" session planning tasks and ensuring you don't forget a step; getting your "head in the game" - helps shake off the Monday morning blues; giving you clear "tick-the-box" feedback that you're making headway through what can sometimes seem like an endless to-do list; and focusing you on what matters most: delivering quality therapy to clients.
- [Client questionnaire for adults](https://www.banterspeech.com.au/product/client-questionnaire-for-adults/) - We’re delighted to introduce our new client questionnaire for adults. Key features: NEW Google Form template. Simply click the link in the downloaded PDF, save it to your Google Drive, add your branding, and use “as is”; or edit the form to add, subtract or change any of the questions. The form can be sent by email to clients, and filled and submitted online. Allows clients to highlight their strengths, interests and supports to tailor your assessments and therapy recommendations. Covers evidence-based, known red flags and risk factors for communication issues and medical background. No space issues. Incorporates written consents.
- [Profit Calculator](https://www.banterspeech.com.au/product/profit-calculator-3/) - A simple Excel spreadsheet to help you work out business essentials like: how much you should charge; how many days you should work; should you run a mobile service or rent space; and how much salary to take out. Includes a worked example, as well as a clean template for you to fill in. Simply type in your estimates into the blank spaces of the clean template and the spreadsheet will automatically calculate a projected profit (or loss) based on your numbers.
- [Letter of Introduction to Educators](https://www.banterspeech.com.au/product/letter-of-introduction-to-educators-3/) - This letter template is designed to introduce you to potential sources of referrals, e.g. school principals, teachers, early childhood educators, preschool educators and childcare centre directors. The template is made available in Word and PDF.
- [Speech and Language Screener Letter and Form](https://www.banterspeech.com.au/product/speech-and-language-screener-letter-3/) - A letter to parents inviting them to allow their children to undertake a speech and language screener at their daycare, childcare, preschool or school. The letter template includes information about what is on offer, and a form with questions for parents to complete, payment options and parental consent.
- [Client questionnaire for children and adolescents](https://www.banterspeech.com.au/product/client-questionnaire-for-children-3/) - We’re delighted to introduce our newly revised, strength-based, client questionnaire for children and adolescents. Key features: NEW Google Form template. Simply click the link in the downloaded PDF, save it to your Google Drive, add your branding, and use “as is”; or edit the form to add, subtract or change any of the questions. The form can be sent by email to families, and filled and submitted online. Allows families to highlight their children's strengths, interests and supports to tailor your assessments and therapy recommendations. Covers evidence-based, known red flags and risk factors for communication issues and medical background. No space issues. Incorporates written consents.
- [(N108) NDIS and Health Provider Booking and Cancellation Policy](https://www.banterspeech.com.au/product/booking-and-cancellation-policy-reduce-those-ftas-3/) - Our NDIS and Health Provider Booking and Cancellation Policy explains to clients why it is so important that they attend appointments on time, and why late cancellations are a problem. It also sets out what happens if a client doesn’t show up, cancels at short notice, turns up late, or behaves in an unacceptable or dangerous way.
- [Client Intake Form](https://www.banterspeech.com.au/product/client-intake-form-3/) - The phone rings, you pick it up, and suddenly your mind goes blank. Not the way to win clients. We’re delighted to introduce our newly revised, Google form client phone intake for children and adolescents. Simply click the link in the downloaded PDF, save it to your Google Drive, add your branding, and use “as is”; or edit the form to add, subtract or change any of the questions. We’ve developed this phone intake form to help you focus on getting all the essential information you need to identify potential clients’ needs in the shortest possible time.
- [(N104) NDIS Provider Privacy Policy and Notice](https://www.banterspeech.com.au/product/ndis-provider-privacy-policy-and-notice/) - Every business in Australia needs a privacy policy. But NDIS providers - registered and unregistered - need more than just the basics. Yes, they need to comply with Australian Privacy Principles. But NDIS service providers also need to consider their existing Risk Management System, Complaints Management and Resolution System and the specific privacy requirements of the NDIS Code of Conduct (2019) - Guidance for Service Providers.
- [Letter of Introduction to Doctors](https://www.banterspeech.com.au/product/letter-of-introduction-to-doctors-3/) - This letter template is designed to introduce you to a potential source of referral: local doctors. It can also be easily adapted for others, e.g. medical specialists and other allied heath professionals. It is available in Word and PDF formats.
- [(N110) NDIS Provider Emergency and Disaster Management Plan Framework](https://www.banterspeech.com.au/product/n110-ndis-provider-emergency-and-disaster-management-plan-framework/) - An emergency and disaster management framework template for small- and medium-sized NDIS Providers.
- [(L323) Book: Dog Man by Dav Pilkey: Language Companion](https://www.banterspeech.com.au/product/book-dog-man-by-dav-pilkey-language-companion/) - In this 61-page no-prep Dog Man Language Companion, we have used the language, character names, and key events featured in the book to extend children's oral language skills. We've focused at a language level typical of most typically-developing children of around 4-5 years of age, but the exercises are appropriate for older school-age children with language and other learning disorders. Included in this pack are the following exercises: • Tell me something that X’s but isn’t a Y • Following Directions • Blank's language level 3: How are these things the same? • Sentence completion • Unless sentence completions • Tell me something different • Describe things to the alien! • Blank's language level 4: What will happen if...? • Divergent Thinking • Simple Visual Memory Peg Exercise - remembering a shopping list
- [Progress Note System (Therapy)](https://www.banterspeech.com.au/product/progress-notes-template-3/) - We use a progress note system. For each client, and for every session, we use a system that integrates key therapy recommendations, including goals and dosage; home practice recommendations; data collection and progress; built in-breaks and discharge plans; and planning for the client’s next session.
- [(L542) Level Up Your Language Skills 4: Higher Level Oral Language Skills](https://www.banterspeech.com.au/product/l541-level-up-your-language-skills-4-higher-level-oral-language-skills/) - Introducing 'Level Up Your Language Skills 4': the fourth in our new language learning series of practical no-prep exercises to help students in late primary school and early high school/middle school - and others who would benefit from working on their higher level oral language skills
- [(L543) Level Up Your Language Skills 5: Higher Level Oral Language Skills](https://www.banterspeech.com.au/product/l543-level-up-your-language-skills-5-higher-level-oral-language-skills/) - Introducing 'Level Up Your Language Skills 5': the fifth in our new language learning series of practical no-prep exercises to help students in late primary school and early high school/middle school - and others who would benefit from working on their higher level oral language skills
- [Australian SLP Private Practice Business Planning Kit including One-Page Business Plan](https://www.banterspeech.com.au/product/one-page-business-plan-for-speech-pathologists-3/) - Our one-page business plan for Australian private practice speech pathologists is designed to be useful and practical. We’ve also supplemented it with a 10-page business planning kit that we think will help you to understand and then complete the plan.
- [From Launch to Waitlist](https://www.banterspeech.com.au/product/from-launch-to-waitlist-in-12-months-3/) - Thinking about starting your own speech pathology private practice? Already started, but struggling to get the business side up and running properly? If so, download our free ebook, detailing the five steps we took to launch our practice successfully.
- [(R806) Think Then Write Workbook 5: Multi-Paragraph Information Report Writing Foundations](https://www.banterspeech.com.au/product/think-then-write-volume-3-part-1-a-no-prep-workbook-to-learn-transitions/) - A step-by-step, illustrated, fully-scripted, and scaffolded 120+ page guide to help students learn the basics of writing multi-paragraph reports. Includes modules for multi-paragraph book, movie and game review, biographical reports, event-based reports, descriptive reports, compare-and-contrast reports, explanatory reports, and problem-solution reports.
- [(R517): Think then Write Workbook 3: Complex Sentences](https://www.banterspeech.com.au/product/r517-think-then-write-workbook-3-complex-sentences/) - This 650+ page workbook includes scaffolded writing practice to help students of all ages generate a variety of complex sentences using subordinating conjunctions, including "because" - for cause and effect relationships; "although" - for contrastive relationships; "if", "unless" and "until" - for conditional relationships; and "while", "before" and "after" - for relationships between events connected by time.
- [(R703) Think, Then Write Workbook 4: Paragraph Writing Foundations](https://www.banterspeech.com.au/product/think-then-write-volume-2-a-no-prep-workbook-to-write-paragraphs/) - Our 150-page plain English workbook includes modules for narrative paragraphs, descriptive paragraphs, compare-and-contrast paragraphs, explanation (expository) paragraphs, and persuasive paragraphs.
- [(R509) Think, Then Write Workbook 2: FANBOYS Compound Sentences](https://www.banterspeech.com.au/product/think-then-write-volume-1-a-no-prep-workbook-to-write-complex-sentences/) - In this 500+ page workbook, we teach students of all ages to write compound sentences featuring the FANBOYS coordinating conjunctions. The acronym FANBOYS (‘for’, ‘and’, ‘nor’, ‘but’, ‘or’, ‘yet’, & ‘so’) – is a useful way to learn and remember coordinating conjunctions.
- [(L512) Listen then Speak Christmas Edition: an oral language workout for students in Years 2-5](https://www.banterspeech.com.au/product/listen-then-speak-christmas-edition-an-oral-language-workout-for-students-in-years-2-5/) - ‘Tis the season! And, while some of us might be tempted to go into deep hibernation, it’s an excellent opportunity to use students’ natural excitement about Christmas and the holiday season to stimulate oral language development, including following complex directions, semantic feature analysis, higher level language (Including idioms), word analysis, verbal reasoning and story telling.
- [(L326) Christmas Season Language Comprehension Booster](https://www.banterspeech.com.au/product/christmas-season-language-comprehension-booster/) - This Christmas-themed resource contains over 150 questions and 20 high quality interesting pictures to stimulate language comprehension and expression. It can be used one-to-one, for small group activities, and whole class instruction. The resource can be used for face-to-face sessions or for distance learning/telehealth sessions.
- [(S127) Lidcombe Program Starter Series: Highly Structured Practice Bundle](https://www.banterspeech.com.au/product/s127-lidcombe-program-starter-series-highly-structured-practice-bundle/) - This Lidcombe Program Starter Series bundle includes 5 resources for highly structured practice at home and/or in the clinic.
- [(S112) Westmead Program for Stuttering: Robot Talking Activity Log](https://www.banterspeech.com.au/product/the-westmead-program-for-stuttering-robot-talking-activity-log/) - This one-page Westmead Program template is designed to motivate children who stutter to do the treatment and make it easier for parents to track robot-talking sessions. In conjunction with our free list of activities for the Westmead Program, we've had good results using this template. And we hope you do too.
- [(S115) Stuttering and fluency wellness snapshot for school-aged children who stutter](https://www.banterspeech.com.au/product/stuttering-and-fluency-wellness-snapshot-for-school-aged-children-who-stutter-3/) - Our three-page Stuttering and Fluency Wellness Snapshot is designed to measure what matters to school-aged clients. Based on outcomes measured in peer-reviewed research, our self-administered snapshot measures the client's happiness and satisfaction with speech fluency, social talking experiences and avoidance.
- [(S114) Stuttering Superhero Cards](https://www.banterspeech.com.au/product/stuttering-superhero-cards/) - For school kids, one aim of stuttering treatment is to help them to “own” and manage their fluency to maximise participation at school and in life, generally. With school age-kids who stutter (and highly verbal preschoolers), we've been using trading cards to help underline and talk about different speech behaviours known to be compatible with increasing fluency and a sense of control. We encourage kids and their families to edit, redesign, and rename the characters as they see fit to make them as relevant and interesting as possible. The cards are in PDF and Word formats and are editable.
- [(S118) Picture Description Resources for Stuttering Therapy (Volume 2)](https://www.banterspeech.com.au/product/picture-description-resources-for-stuttering-therapy/) - This 40-page 'no-preparation' pack features 30 interesting, high-quality photographs that can be used for picture description tasks at all levels - from single words, all the way up to making inferences. The resource is suitable for face-to-face practice and telehealth.
- [(S119) Picture Description Resources for Stuttering Therapy (Volume 3)](https://www.banterspeech.com.au/product/picture-description-resources-for-stuttering-therapy-volume-3/) - This Volume 3, 40-page 'no-preparation' pack features 30 interesting, high-quality photographs that can be used for picture description tasks at all levels - from single words, all the way up to making inferences. The resource is suitable for face-to-face practice and telehealth (via video conferencing platforms such as Zoom, Coviu and Skype).
- [(S120) Speech Fluency & Naturalness Practice-Readings for Students who Stutter: Volume 1 (Nonsense Verses)](https://www.banterspeech.com.au/product/speech-fluency-naturalness-practice-readings-for-students-who-stutter-volume-1-nonsense-verses/) - These 10 short nonsense verses are designed to provide students who stutter with speech practice. The aim is to speak both fluently, but also naturally. With built-in short phrases, they can be used to practice speech in the clinic and at home. They can also be “performed” anywhere and recorded by the student for later review of speech fluency and naturalness, e.g. using video modelling.
- [(S121) Speech Fluency & Naturalness Practice-Readings for Students who Stutter: Volume 2 (Short Poems)](https://www.banterspeech.com.au/product/speech-fluency-naturalness-practice-readings-for-students-who-stutter-volume-2-short-poems/) - These 10 short poems are designed to provide students who stutter with speech practice. The aim is to speak both fluently, but also naturally. With built-in short phrases, they can be used to practice speech in the clinic and at home. They can also be “performed” anywhere and recorded by the student for later review of speech fluency and naturalness, e.g. using video modelling.
- [(S122) Speech Fluency & Naturalness Practice-Readings for Students who Stutter: Volume 3 (Poems)](https://www.banterspeech.com.au/product/speech-fluency-naturalness-practice-readings-for-students-who-stutter-volume-3-poems/) - These 10 poems are designed to provide students who stutter with speech practice. The aim is to speak both fluently, but also naturally. With built-in short phrases, they can be used to practice speech in the clinic and at home. They can also be “performed” anywhere and recorded by the student for later review of speech fluency and naturalness, e.g. using video modelling.
- [(S123) Speech Fluency & Naturalness Practice-Readings for Students who Stutter: Volume 4 (Tongue Twisters)](https://www.banterspeech.com.au/product/speech-fluency-naturalness-practice-readings-for-students-who-stutter-volume-4-tongue-twisters/) - These tongue twisters are designed to provide students who stutter with speech practice. The aim is to speak both fluently, but also naturally. With built-in short phrases, they can be used to practice speech in the clinic and at home. They can also be “performed” anywhere and recorded by the student for later review of speech fluency and naturalness, e.g. using video modelling.
- [(S124) Speech Fluency & Naturalness Practice-Readings for Students and Adults who Stutter: Volume 5 (Famous Speeches)](https://www.banterspeech.com.au/product/speech-fluency-naturalness-practice-readings-for-students-and-adults-who-stutter-volume-5-famous-speeches/) - These famous speeches are designed to provide students who stutter with speech practice. The aim is to speak both fluently, but also naturally. With built-in short phrases, they can be used to practice speech in the clinic and at home. They can also be “performed” anywhere and recorded by the student for later review of speech fluency and naturalness, e.g. using video modelling.
- [(S125) Speech Fluency & Naturalness Practice-Readings for Students and Adults who Stutter: Volume 6 (Famous Essays)](https://www.banterspeech.com.au/product/speech-fluency-naturalness-practice-readings-for-students-and-adults-who-stutter-volume-6-famous-essays/) - These 10 famous essays are designed to provide students and adults who stutter with speech practice. The aim is to speak both fluently, but also naturally. With built-in short phrases, they can be used to practice speech in the clinic and at home. They can also be “performed” anywhere and recorded by the person for later review of speech fluency and naturalness, e.g. using video modelling.
- [(S128) Speech Fluency & Naturalness Practice for Students and Adults who Stutter: Volume 7 (Impromptu Speaking Discussion Topics)](https://www.banterspeech.com.au/product/s128-speech-fluency-naturalness-practice-readings-for-students-and-adults-who-stutter-volume-7-impromptu-speaking-100-discussion-topics/) - These 100 discussion topics are designed to provide students and adults who stutter with impromptu speaking speech practice. The aim is to speak both fluently, but also naturally. The topics can be used for impromptu speaking in the clinic and at home.
- [(S129) Speech Fluency & Naturalness Practice for Students and Adults who Stutter: Volume 8 (Short Stories)](https://www.banterspeech.com.au/product/s129-speech-fluency-naturalness-practice-for-students-and-adults-who-stutter-volume-8-short-stories/) - These 10 classic short stories are designed to provide students and adults who stutter with speech practice, including famous tales by Anton Chekhov, Mark Twain, Saki, Sherwood Anderson and Edgar Allan Poe.
- [(S130) The Oakville Program for young school-age children who stutter: mini-client handbook and scripted modules](https://www.banterspeech.com.au/product/s130-the-oakville-program-for-young-school-age-children-who-stutter-mini-client-handbook-and-scripted-modules/) - For speech-language pathologists who want to trial the Oakville Program, we’ve written a 39-page mini-client handbook composed of introductory sessions to the Oakville Program, broken into three, fully-scripted modules. It's designed only for use by qualified clinicians.
- [(R807) Think Then Write Workbook 6: Narrative Writing Foundations](https://www.banterspeech.com.au/product/think-then-write-volume-4-a-no-prep-narrative-writing-program/) - A step-by-step, illustrated, fully-scripted, and scaffolded 100-page guide to help students learn the basics of writing stories. We give you the tools, mnemonics, and scaffolds to plan, write and edit stories of your own in ten interactive and fully-scripted steps.
- [(R808) Think Then Write Workbook 7: Persuasive Writing Foundations](https://www.banterspeech.com.au/product/think-then-write-volume-5-short-reports-and-essays-arguing-a-case-or-seeking-to-persuade/) - A step-by-step, illustrated, fully-scripted, and scaffolded 120+ page no-prep resource to help students learn the basics of opinion-piece and essay writing.
- [(L275) FANBOYS coordinating conjunction (compound sentence) Bundle](https://www.banterspeech.com.au/product/l275-fanboys-coordinating-conjunction-compound-sentence-bundle/) - There are seven key coordinating conjunctions in English, often learned most easily with the FANBOYS acronym: For ("I don't eat peanuts for I'm allergic to nuts.") And ("The girl bought an ice-cream and a lemonade.") Nor ("Dad wanted neither the red nor the yellow shirt.") But ("John likes movies, but not scary ones.") Or ("Should Mum have the strawberry or the chocolate ice cream?") Yet ("She was scared, yet gave the speech anyway.") So ("It started to rain so I put up my umbrella.") This no-prep bundle includes our most popular coordinating conjunction sentence builders, including sentence builders for each of the FANBOYS conjunctions.
- [(N111) NDIS Provider Human Resource Management System and Registers (HR System) Template](https://www.banterspeech.com.au/product/n111-ndis-provider-human-resource-management-system-and-registers-hr-system-template/) - NDIS registered providers, or organisations working towards becoming registered NDIS providers, are required (among other things) to have an HR System to track compliance with NDIS registration requirements relating to key personnel and other workers who are in risk assessed roles.
- [Australian Employment Agreement Template for an Allied Health Assistant working in a speech pathology private practice (Part-time)](https://www.banterspeech.com.au/product/australian-employment-agreement-template-for-an-allied-health-assistant-working-in-a-speech-pathology-private-practice-part-time/) - We've designed this employment agreement template (in PDF and Word formats) to be consistent with Fair Work Australia template contracts, the Health Professionals and Support Services Award 2020 (MA000027), the National Employment Standards in the Fair Work Act (Cth) 2009, and the Annual Wage Review 2023-2024 Decision of the Fair Work Commission from June 2024.
- [Australian Employment Agreement Template for an Administrative Assistant working in a speech pathology clinic (Casual)](https://www.banterspeech.com.au/product/australian-employment-agreement-template-for-an-administrative-assistant-working-in-a-speech-pathology-clinic-casual/) - We've designed this casual employment agreement template for administrative assistants working in speech pathology clinics to be consistent with Fair Work Australia template contracts, the Health Professionals and Support Services Award 2020, the National Employment Standards in the Fair Work Act (Cth) 2009, and the Annual Wage Review 2023-24 Decision of the Fair Work Commission from June 2024.
- [(L428) Aesop's Fables: Narrative Language Workout Bundle](https://www.banterspeech.com.au/product/l428-aesops-fables-narrative-language-workout-bundle/) - In this contextualised language 130+ page workout bundle, we target Tier 2 vocabulary, semantic features, complex syntax, and narrative skills using the context of activities related to the content of five famous Aesop's Fables.
- [(R616) High Frequency Prefixes and Suffixes in Context Mega-Bundle](https://www.banterspeech.com.au/product/high-frequency-prefixes-and-suffixes-in-context-mega-bundle/) - 22 no-prep resources (480 pages) to help younger and older students increase their understanding and use of prefixes and suffixes used across the curriculum.
- [(L105) Pronouns: The No Prep Verb & Pronoun Workout (short sentence level)](https://www.banterspeech.com.au/product/the-no-prep-verb-pronoun-workout-short-sentence-level-3/) - To introduce sentence-level verb practice, we’ve developed a verb “workout”. Simply print a few pages of our photo-verbs (there's over 90 photos-verbs in total, lamination optional), and then jump straight in. Each photo features three forms of the verb (e.g. stop, stopping and stopped), and you've got the option of working on regular verbs (unvoiced and voiced), irregular verbs and subjective pronouns. Now, let's get to it! Download and print off your pack, grab your client and meet your host, Joss the Robot.
- [(R403) Extended Code: I Really, Really Need a Jeep: A Silly 'ee', 'ea' Sentence Story Workout](https://www.banterspeech.com.au/product/extended-code-i-really-really-need-a-jeep-a-silly-ee-ea-sentence-story-workout/) - In this reading exercise, students read many words containing or (e.g. "week" and "weak"). For efficiency and engagement, we find it best to work on extended code targets like and while also working on reading fluency (accuracy, speed and expression) with sentences and short passages. This reading workout is about a very demanding customer who wants to buy a cheap Jeep. His demands are many, and often unreasonable, but are intended to amuse students and motivate them to read the passage. This no-prep exercise can be used for: decoding practice; or word or sentence level written dictation (encoding) practice.
- [(R601) High Frequency Prefixes for Reading and Writing: "Un-"](https://www.banterspeech.com.au/product/high-frequency-prefixes-for-reading-and-writing-un/) - In English, just nine prefixes account for 75% of words that use a prefix. In this resource, we teach students that the prefix "un-" means "not" or the "opposite of".
- [(R815) Interest-based Reading Comprehension Exercises for Reluctant Readers](https://www.banterspeech.com.au/product/r815-interest-based-reading-comprehension-exercises-for-reluctant-readers/) - Interest-based reading comprehension exercises for reluctant readers, with positive life lessons, and comprehensions questions featuring high frequency verbs.
- [(L331) Relative Clause Mega Workout (that, who)](https://www.banterspeech.com.au/product/l331-relative-clause-mega-workout-that-who/) - In this resource, we provide structured practice to understand, repeat, complete and then formulate sentences with relative clauses starting with “that" (for objects, plants and animals) and "who" (for people).
- [(L425) I can help at home - let me tell you how (functional procedures and sequencing)](https://www.banterspeech.com.au/product/l425-i-can-help-at-home-let-me-tell-you-how-functional-procedures-and-sequencing/) - This 29-page resource is designed to support children to explain procedures for everyday activities, using animated GIFs and a language scaffold to help children to express themselves. The resource is suitable for oral and written procedures, with space for older students to write responses. We also include a simple chore (reward) chart that parents and other caregivers can use to give positive feedback to children about how independent and helpful they are.
- [(R307) Reading Resource: Introducing Split Vowel Digraphs](https://www.banterspeech.com.au/product/introducing-split-vowel-digraphs/) - Once students have learned the basic code, to decode CVC, CCVC and CVCC words, and to attack polysyllabic words, they are ready to learn that: English has other vowel sounds; and some of them are spelled with , , , and split vowel digraphs (i.e. two letter combinations), like "make", "Steve", "fine" and "rule". In this scripted introduction to split vowel digraphs, we explain what they are, how to spot them in written words, and how to pronounce them, all in Plain English without resorting to "magic", "bossy" or "silent" adjectives.
- [Spelling: Doubling Rule Worksheet](https://www.banterspeech.com.au/product/spelling-doubling-rule-worksheet/) - One spelling pattern is the doubling rule, aka the 1-1-1 rule. We want kids to see the pattern and use the rules in spelling practice in sentences. How do we do it? Download our free spelling practice dictation worksheet to learn how.
- [(R201) Early sound blending practice 1: CVC words with short a and e vowels](https://www.banterspeech.com.au/product/early-sound-blending-practice-1-cvc-words-with-short-a-and-e-vowels/) - CVC words with short a and e vowels. Early phoneme blending practice using the basic code and word initial continuants.
- [(R101) Letter-Sound Video Models for Beginning Readers](https://www.banterspeech.com.au/product/letter-sound-video-models-for-beginning-readers/) - In this free video modelling resource, we introduce high frequency grapheme-phoneme correspondences (GPCs) following a sequence aligned with the popular Sounds Write synthetics phonics program. We introduce the GPCs in small groups, starting with . Each video includes a model, followed by a grapheme review to check for knowledge and recall. Each subsequent video builds on the last by introducing a new group of sounds, and then reviewing all sounds previously introduced.
- [(S103) Lidcombe Program for Stuttering: My 10 Favourite Therapy Activities](https://www.banterspeech.com.au/product/the-lidcombe-program-for-stuttering-my-10-favourite-therapy-activities/) - 10 activity ideas for Lidcombe Program-trained parents to use at home with their children who stutter. Also for speech-language pathologists and student speech pathologists.
- [SLP Clinic Templates Manual](https://www.banterspeech.com.au/product/slp-clinic-templates-manual/) - Don’t reinvent the wheel. Don’t let forms and templates stop you from launching or building your practice! Our revised and updated SLP private practice clinic templates manual is packed with 16 templates, all based on tried-and-tested resources we use every day to run our busy speech pathology practice. Filled with fully editable templates, you’ll be up and running in no time. Purchase today and you’ll get immediate access to the manual and you’ll save 30% off the cost of purchasing each of the templates separately, and set yourself up for success. Inside the templates manual is:
- [(L285) “So” Sentence Maker: high repetition scaffolded compound sentences](https://www.banterspeech.com.au/product/l285-so-sentence-maker-high-repetition-scaffolded-compound-sentences/) - In the first part of the resource, we provide 20 fully-worked sentence examples to help teachers, speech pathologists and parents to model a variety of “so” sentences to students in a focused and time-efficient way.
- [(R200) Early sound blending practice foundations: Vowel Consonant (VC) words](https://www.banterspeech.com.au/product/r200-early-sound-blending-practice-foundations-vowel-consonant-vc-words/) - Early phoneme blending practice using only the basic code (including word-initial vowel continuants). Why blending? Learning to decode letters into speech sounds, and then to blend the speech sounds together to form words is a fundamental reading skill for all students in their first year of schooling. Why the basic code? To keep things simple, we start with vowel-consonant (VC) word structures composed of high frequency letter-sound links.
- [(L165) Early Prepositions: 'between', 'on', 'under' and 'above' in SVAA Sentences](https://www.banterspeech.com.au/product/l165-early-prepositions-between-on-under-and-above-in-svaa-sentences/) - This resource is designed to provide scaffolded support to help children to work on the early prepositions ‘on’, ‘between’, ‘above’, and ‘under’ and SVAA sentences, at the same time, with low stimulation pictures.
- [(L164) Pronouns: "Us" and "Them"](https://www.banterspeech.com.au/product/l164-pronouns-us-and-them/) - This fully-scripted, 48-page no-preparation resource is designed to provide lots of structured practice of "us" and "them" in a short period of time, with lots of support from high quality photographs. Can be used for face-to-face sessions or distance learning/telehealth. Available as a PDF or can be copied into Google Slides.
- [(R220) Sentence Reading Practice (Consonant Clusters and Commonly Misread Words Composed of the Basic Code)](https://www.banterspeech.com.au/product/r220-sentence-reading-practice-consonant-clusters-and-commonly-misread-words-composed-of-the-basic-code/) - In this resource, we provide students with lots of opportunities to read CCVC and CVCC words in sentences. The sentences are not illustrated, are 'odd', and contain commonly misread words to discourage guessing.
- [(L163) Movement Break Video Models](https://www.banterspeech.com.au/product/l163-movement-break-video-models/) - Efficient learning of difficult new skills requires attention and focus. Short movement breaks between activities in therapy sessions, during home practice exercises, and in class can help preschoolers and students to learn by allowing the child to release excess energy and refocus their attention. In this simple but useful resource, we provide 16 short video models (via looped GIFs) of simple, age-appropriate movement break activities. Because it uses models, it has a low language load, and is suitable for many students with ASD, DLD, ADHD and other neurodevelopmental differences as well as children learning English as an additional language.
- [(L284) “If” Sentence Maker: high repetition scaffolded compound sentences](https://www.banterspeech.com.au/product/l284-if-sentence-maker-high-repetition-scaffolded-compound-sentences/) - In the first part of the resource, we provide 20 fully-worked sentence examples to help teachers, speech pathologists and parents to model a variety of “if” sentences to students in a focused and time-efficient way.
- [(L283) “Because” Sentence Maker: high repetition scaffolded compound sentences](https://www.banterspeech.com.au/product/l283-because-sentence-maker-high-repetition-scaffolded-compound-sentences/) - In the first part of the resource, we provide 20 fully-worked sentence examples to help teachers, speech pathologists and parents to model a variety of “because” sentences to students in a focused and time-efficient way.
- [(A100) Sound Cards](https://www.banterspeech.com.au/product/sound-cards/) - To help kids tell different speech sounds apart, and to encourage them to give new sounds a go, we use simple pictures in our clinic to represent speech sounds.
- [(R423) The Scarecrow and Bear Fair in the Land of Nowhere](https://www.banterspeech.com.au/product/the-scarecrow-and-bear-fair-in-the-land-of-nowhere/) - "Suddenly, you hear the bang of a flare gun and duck just in time as a red and green flare rockets past your left ear. The bang scares the dairy cows, who moo nervously. The mare comes to a stop and stares at you, as if you are to blame for the noise." Learning to decode words using knowledge of the extended code doesn’t have to be dull. In this, the 11th and penultimate instalment of our select-your-sequel Scatter-Slayer series of adventure stories, The Scarecrow and Bear Fair in the Land of Nowhere, we focus on words containing and .
- [(R413) The Scatter-Slayer Adventures: Book 1 – Don’t Stay! Be Afraid!](https://www.banterspeech.com.au/product/the-scatter-slayer-adventures-book-1-dont-stay-be-afraid/) - This is the first of our decodable digital ‘select-your sequel’ adventure series, focusing on the extended code ( and ) and increasing reading fluency. Where you decide what happens next.
- [(R420) The Awesome Australian Gore-Boar](https://www.banterspeech.com.au/product/the-awesome-australian-gore-boar/) - “The Awesome Australian Gore-Boar unlocked his jaws and roared. You are not sure if the awful beast is sore at you or the witch.” Learning to decode words using knowledge of the extended code doesn’t have to be dull. In this, the ninth and latest of our select-your-sequel Scatter-Slayer series of adventure stories, we focus on words containing the “or” sound (aw, au, or, ore, oar).
- [(R418) The Blue-Bruised Newt](https://www.banterspeech.com.au/product/the-blue-bruised-newt/) - We're pleased to release our next decodable reader in The Scatter-Slayer Adventures: The Blue-Bruised Newt (ue, ui and ew). This is a new release from our decodable digital ‘select-your sequel’ adventure series, focusing on the extended code and increasing reading fluency.
- [(R415) Attack of the Eel Beast](https://www.banterspeech.com.au/product/attack-of-the-eel-beast/) - We're pleased to release our next decodable reader in The Scatter-Slayer Adventures: Attack of the Eel Beast ( and ). This is a new release from our decodable digital ‘select-your sequel’ adventure series, focusing on the extended code and increasing reading fluency.
- [(R419) The Shark Arcade](https://www.banterspeech.com.au/product/the-shark-arcade/) - We're pleased to release our next decodable reader in The Scatter-Slayer Adventures: The Shark Arcade ( and ). This is a new release from our decodable digital ‘select-your sequel’ adventure series, focusing on the extended code and increasing reading fluency.
- [(R421) The Nervous Furnace Workers' Well-Earned Liberation](https://www.banterspeech.com.au/product/the-nervous-furnace-workers-well-earned-liberation/) - We're pleased to release our next decodable reader in The Scatter-Slayer Adventures: The Nervous Furnace Workers' Well-Earned Liberation (er, ir, ur, and ear). This is a new release from our decodable digital ‘select-your sequel’ adventure series, focusing on the extended code and increasing reading fluency.
- [(R702) Essential Language Convention Skills (Capital Letters and Full Stops)](https://www.banterspeech.com.au/product/naplan-year-3-essential-language-convention-skills-for-naplan/) - Australian governments test the literacy and numeracy of Australian students. In literacy, one of the main areas tested is Language Conventions. Language Conventions include grammar, and punctuation as well as spelling.
- [(L511) Listen then Speak Spooky Edition: an oral language workout for students in Years 2-5](https://www.banterspeech.com.au/product/listen-then-speak-spooky-edition-an-oral-language-workout-for-students-in-years-2-5/) - “Darkness falls across the land. The midnight hour is close at hand.” So crooned Vincent Price just after the Dawn of Time (1982). And, while some of us may opt to pass on face-to-face trick or treating this year, we have an excellent opportunity to use students’ interest in Halloween and all things spooky to stimulate oral language development. In these 19 no-prep slides, we include language activities to pursue 10 oral language goals related to improved language comprehension and expression for school students.
- [(L282) Concepts in action: Long (a level 2 size concept)](https://www.banterspeech.com.au/product/l282-concepts-in-action-long-a-level-2-size-concept/) - 12 GIF-based video models of simple, compound and complex sentences featuring early language concepts in context. The videos feature the Banter Boys and friends demonstrating foundational language concepts in a variety of ways. In this no-prep resource we focus on the concept of 'long'. We also include tips, and hands-on activities for exploring concepts in the ‘real world’ with your child.
- [Speech Therapy by Telehealth (Video Conferencing): Parent Guidelines](https://www.banterspeech.com.au/product/speech-therapy-by-webcam-guidelines-3/) - During these difficult times, we’ve had quite a few enquiries about Plain English Telehealth Guidelines, so we’ve decided to make ours freely available to speech pathologists.
- [(L281) Concepts in action: Many (a level 2 quantity concept)](https://www.banterspeech.com.au/product/l281-concepts-in-action-many-a-level-2-quantity-concept/) - 12 GIF video models of simple, compound and complex sentences featuring early language concepts in context. In this no-prep video resource we focus on 'many', a level 2 quantity concept.
- [(L280) Concepts in action: Same (a level 2 quality concept)](https://www.banterspeech.com.au/product/l280-concepts-in-action-same-a-level-2-quality-concept/) - 12 GIF video models of simple, compound and complex sentences featuring early language concepts in context. In this no-prep video resource we focus on 'same', a level 2 quality concept.
- [Speech Pathology Client Satisfaction Survey](https://www.banterspeech.com.au/product/speech-pathology-client-satisfaction-survey/) - This speech pathology client satisfaction survey is designed to elicit useful feedback from your clients. It signals that you are committed to improving your services
- [(L306) "What is it"? Foundations: Objects in Familiar Environments](https://www.banterspeech.com.au/product/what-is-it-foundations-objects-in-familiar-environments/) - Semantic feature analysis - describing objects by key attributes - is an evidence-based strategy to learn new vocabulary and word meanings. It can deepen students' understanding of words they already know. The strategy can also help children with word-finding or other language or learning difficulties, e.g. by giving them a way of describing what they mean when they can't find the word. This no-preparation 69-page pack is designed to help students of all abilities to learn the strategy of semantic feature analysis in the context of objects that they are likely to encounter “in the real world”. To make it accessible to all students, we have chosen easily pictured objects from common environments in which young children participate in everyday activities.
- [(L328) Concepts in action: Angry (a level 3 feelings concept)](https://www.banterspeech.com.au/product/l328-concepts-in-action-angry-a-level-3-feelings-concept/) - 12 GIF video models of simple, compound and complex sentences featuring early language concepts in context. In this no-prep video resource we focus on 'angry', a level 3 feelings concept.
- [(L330) Concepts in action: Frightened (a level 3 feelings concept)](https://www.banterspeech.com.au/product/l330-concepts-in-action-frightened-a-level-3-feelings-concept/) - 12 GIF video models of simple, compound and complex sentences featuring early language concepts in context. In this no-prep video resource we focus on 'frightened', a level 3 feelings concept.
- [(L278) Concepts in action: Empty (a level 2 quantity concept)](https://www.banterspeech.com.au/product/l278-concepts-in-action-empty-a-level-2-quantity-concept/) - 10 GIF-based video models of simple, compound and complex sentences featuring early language concepts in context. In this no-prep resource we focus on the concept of 'empty'.
- [(L162) Concepts in action: Little (a level 1 size concept)](https://www.banterspeech.com.au/product/l162-concepts-in-action-little-a-level-1-size-concept/) - 12 GIF-based video models of simple, compound and complex sentences featuring early language concepts in context. The videos feature the Banter Boys and friends demonstrating foundational language concepts in a variety of ways. In this no-prep resource we focus on the concept of 'little'. We also include tips, and hands-on activities for exploring concepts in the ‘real world’ with your child.
- [(L161) Concepts in action: Slow (a level 1 movement concept)](https://www.banterspeech.com.au/product/l161-concepts-in-action-slow-a-level-1-movement-concept/) - 11 GIF-based video models of simple, compound and complex sentences featuring early language concepts in context. The videos feature the Banter Boys and friends demonstrating foundational language concepts in a variety of ways. In this no-prep resource we focus on the concept of 'slow'. We also include tips, and hands-on activities for exploring concepts in the ‘real world’ with your child.
- [(R513) High frequency words you need to get right when you write - Volume 1: The Six 'Wh' words](https://www.banterspeech.com.au/product/r513-high-frequency-words-you-need-to-get-right-when-you-write-volume-1-the-six-wh-words/) - In this no-prep 47-page resource, we include modules to help students to use the six 'wh' words (who, what, when, where, why, and which) in context by providing the following exercises
- [(L541) Social Idioms in Action Bundle](https://www.banterspeech.com.au/product/l541-social-idioms-in-action-bundle/) - 7 no-prep resources using GIF video models to highlight social idioms in context. The bundle includes the following idioms:
- [(L540) Sentence Builders: “Otherwise” as a conjunctive adverb](https://www.banterspeech.com.au/product/l540-sentence-builders-otherwise-as-a-conjunctive-adverb/) - This 34-page no-prep resource is designed to provide students with lots of models of “otherwise” sentences, which they can practice. Once students have the hang of how to use “otherwise”, they can move on to the more advanced 20 sentence-completion and 19 sentence generation exercises.
- [(L160) Concepts in action: Sad (a level 1 feelings concept)](https://www.banterspeech.com.au/product/l160-concepts-in-action-sad-a-level-1-feelings-concept/) - 12 GIF video models of simple, compound and complex sentences featuring early language concepts in context. In this no-prep video resource we focus on 'sad', a level 1 feelings concept.
- [(L159) Concepts in action: Happy (a level 1 feelings concept)](https://www.banterspeech.com.au/product/l159-concepts-in-action-happy-a-level-1-feelings-concept/) - 12 GIF video models of simple, compound and complex sentences featuring early language concepts in context. In this no-prep video resource we focus on 'happy', a level 1 feelings concept.
- [(L140) Verbs: Irregular Past Tense Verb Sentence Drills C: knew, grew, drew, threw, blew, flew](https://www.banterspeech.com.au/product/verbs-irregular-past-tense-verb-sentence-drills-c-knew-grew-drew-threw-blew-flew/) - In this 28-page no-prep pack, we cover six of the highest frequency verbs in English with irregular past tense forms. We tackle them one at a time, with lots of repetition. Then we mix them together for extra practice. Here's what we cover in this pack: knew grew drew threw flew blew
- [(L141) Verbs: Irregular Past Tense Verb Sentence Drills D including bought, caught, taught](https://www.banterspeech.com.au/product/verbs-irregular-past-tense-verb-sentence-drills-d-including-bought-caught-taught/) - In this 28-page no-prep pack, we cover six of the highest frequency verbs in English with irregular past tense forms. We tackle them one at a time, with lots of repetition. Then we mix them together for extra practice. Here's what we cover in this pack: bought caught taught brought fought sought
- [(L113) Where is this person going? "Where" questions, pronouns (he/she) & common places](https://www.banterspeech.com.au/product/where-is-this-person-going-where-questions-pronouns-he-she-common-places/) - This 40-page no preparation pack contains 36 sentence scaffolds to help people to practice answering (and asking) "where" questions and to answer "where" questions using "he" and "she". To vary the activity, you can also cut up and paste individual sentence scaffolds in the available space. The scaffolds also include common places to help stimulate semantic language development and background knowledge of places, as well as some ideas for day trips!
- [(L421) Things I Can Do For Myself Language Workout Mega Pack](https://www.banterspeech.com.au/product/things-i-can-do-for-myself-language-workout-mega-pack/) - In this 102-page No-Prep Mega Pack, we have embraced the theme of 'Things I can do for myself'.
- [(E414) A /k/-initial aspiration trick story (for velar fronting and /k/ articulation)](https://www.banterspeech.com.au/product/a-k-initial-aspiration-trick-story-for-velar-fronting-and-k-articulation/) - In this 16-page no-prep aspiration trick pack, we script out the technique to teach and shape /k/ in word initial position as a simple narrative to keep kids engaged. We target just six key words - a sufficient number of targets to stimulate generalisation to untreated words. We then include a home practice checklist/schedule to encourage further repetition between therapy sessions. We've had good results in our busy clinic with this simple resource; and hope you do too!
- [(L255) All...except Sentence Builders](https://www.banterspeech.com.au/product/all-except-sentence-builders/) - Featuring more than forty scaffolded examples with pictures and written words, this 24-page no-prep pack can be used to support people with a range of abilities and ages to master the “all...except" sentence form. As a bonus, we've used examples featuring several early developing categories to help stimulate language concepts and semantic language skills at the same time.
- [(L257) Simple Infinitives Sentence Builder](https://www.banterspeech.com.au/product/simple-infinitives-sentence-builder/) - Between 42-48 months of age, typically developing children start to use infinitives in their sentences, e.g.: The boy wanted to eat an apple. The girl wished to dance a waltz. Mum tried to bake a cake. Some people who speak English as a second language and/or have developmental language disorders need focused practice to learn and to use this grammatical form. This 20-page no-prep pack is designed to help, with both pictures and words making it suitable for children and adults.
- [(L151) "Is" and "Are" (Copula Verb Forms) Sentence Workout](https://www.banterspeech.com.au/product/is-and-are-copula-verb-forms-sentence-workout/) - Many people - including lots of people learning English as a second language and people with language disorders - have difficulties using words like "is" or "are" in sentences containing main verbs. This 29-page no-prep pack with 26 pairs of sentences is designed to provide people in this situation with focused, scaffolded practice of the form, using subjects that take the regular plural morpheme 's' at the end. (Typically developing kids start to use regular plurals around 24-30 months of age). This pack uses both pictures and orthography, making it suitable for children or adults.
- [(L259) Sentence builders: "Has" as an auxiliary verb](https://www.banterspeech.com.au/product/sentence-builders-has-as-an-auxiliary-verb/) - In this 33-page no-prep sentence builder pack, we provide lots of scaffolded practice to help people understand and to use "has" correctly. Practice sentences are designed to model use of "has" in simple statements. This is followed by a quiz to expose students to "who" and "what" questions containing "has". Finally, we recast the sentences as "Has X got Y" questions, to provide further practice understanding and making sentences with the word "has".
- [(L260) Sentence builders: "Does" as an auxiliary verb](https://www.banterspeech.com.au/product/sentence-builders-does-as-an-auxiliary-verb/) - In this 33-page no-prep sentence builder pack, we provide lots of scaffolded practice to help people understand and to use "does" correctly. Practice sentences are designed to model use of "does" in simple statements, followed by a quiz to expose students to "What does" questions. Finally, we include some "Does X do Y" questions to give students further exposure to this unusual verb.
- [(L262) Sentence builders: "The" (definite article)](https://www.banterspeech.com.au/product/sentence-builders-the-definite-article/) - This 22-page no-prep pack is designed to provide lots of structured practice for people who need it (see below for more details). We have included both pictures and orthography (written words) to help support people of all ages. Toward the end, we've embedded some general knowledge to help kick start conversations!
- [Number Memory Peg System](https://www.banterspeech.com.au/product/number-memory-peg-system/) - In this video, I demonstrate the nuts and bolts of how to use a memory peg system to remember any 10 things in order and here's a free visual. We hope you find them useful!
- [(L127) Subject Verb Adverb (SVA) Sentences](https://www.banterspeech.com.au/product/subject-verb-adverb-sva-sentences/) - In this 21-page no preparation pack of scaffolded sentences, we target the very common Subject-Verb-Adverb structure. Most typically developing children acquire this pattern at about the age of 24-30 months. But many people - including people learning English as a second language, and people with developmental language disorders, take longer and need practice to acquire it.
- [(L147) Subject Verb Object (indirect) Object (direct) (SVOiOd) Sentences](https://www.banterspeech.com.au/product/subject-verb-object-indirect-object-direct-svoiod-sentences/) - In this 22-page no-prep pack, we help students step up from simple sentence structures like Subject-Verb-Object structures (e.g. The boy kicked the ball.") to a more complex structure: Subject-Verb-Object (indirect)-Object (direct), e.g. "The boy gave his mum flowers". This pattern works best with common verbs like "give" (and synonyms of "give"), "send", "bring", "cook" and "sing". This no-preparation pack is designed to help support people who need help with these sentences, and features these verbs, as well as school, home and community vocabulary, to help stimulate oral language development, with pictures and words to scaffold the structure for students.
- [(L148) Subject Verb Object Complement (SVOC) Sentences](https://www.banterspeech.com.au/product/subject-verb-object-complement-svoc-sentences/) - This 20-page no preparation pack is designed to provide people with structured practice using frequently used verbs and adjectives. With both picture cues and orthography, this pack can be used with people of all ages.
- [(L424) Book: The Bad Guys, Episode 1: Verbal Reasoning Companion](https://www.banterspeech.com.au/product/book-the-bad-guys-episode-1-verbal-reasoning-companion/) - In this 67-page no-prep oral language companion to “The Bad Guys", we have adopted some of the language used in the book to create a verbal reasoning workout that's fun, thought-provoking, and challenging. Contents included in this pack: Page 5: Verbal Reasoning - Why Can't...? Page 6-12: Verbal Reasoning - “how" questions Page 13-26: Blank's language level 4: Which one wouldn't you use? Page 27-33: Sentences with auxiliary verbs “has" and “does" Page 34-37: Following directions (complex: before and after) Page 38-44: What would happen if...? Page 45-49: Passive sentence practice Page 50-56: Verbal reasoning: Why did it happen? Page 57-62: Compound and complex sentence completion - writing exercise - but, so, because... Page 63-66: Why is X made of Y?
- [(L237) Book: Room on the Broom - an oral language workout inspired by the terrific tale](https://www.banterspeech.com.au/product/book-room-on-the-broom-an-oral-language-workout-inspired-by-the-terrific-tale/) - In this 54-page oral language companion to the “Room on the Broom", we have adopted some of the language used in the book - the vocabulary, sentence structures, and events in the original tale - to create an oral language workout that's fun and challenging. Contents included in this pack: Page 5: Verb identification (regular and irregular past tense verbs) Page 6-9: Compound sentences - “and" (past tense) Page 10: Blank's language level 2: Find the one that is X and Y Page 11-16: Compound sentences with “but" Page 17-20: Following directions (coordinated, temporal and, then): natural place names, 2 step “then" commands Page 21-26: Subject Verb Adverbial Phrase Adverbial Phrase (SVAA) (past tense) Page 27-36: Blank's language level 2 questions: How are these two different? Page 37-43: Possessive 's workout Page 44-48: Blank's language level 2 questions: function questions Page 49-53: Subject-Verb-Negative-Object sentences (past tense)
- [(L238) Book: I dreamed about "The Giving Tree" (Shel Silverstein): an oral language workout](https://www.banterspeech.com.au/product/book-i-dreamed-about-the-giving-tree-shel-silverstein-an-oral-language-workout/) - In this 55-page no-prep oral language companion to “The Giving Tree", we have adopted the language used in “The Giving Tree" - the vocabulary, sentence structures, and simplicity of the original tale - to create an oral language workout that's fun and challenging. Contents included in this pack: • Verb identification • Subject-verb-complement sentences • Blank's language level 2: parts of things • Subject-verb sentences • Following directions (2-step commands) • Subject-verb-object sentences • Blank's language level 2: how are these two different? • Uncontractible copula • Blank's language level 2: function questions • Subject-verb-negative-object sentences
- [(L112) Barrier Activities - Basic English Core Vocabulary: Verbs 1](https://www.banterspeech.com.au/product/basic-english-core-vocabulary-barrier-activity-verbs-1/) - In this 13-page low-prep pack, the barrier stimulus worksheets are designed to help participants develop their Basic English core vocabulary of verbs. Designed for people learning English as a Second Language, and for children with developmental language disorders, the words depicted in the Barrier Games have been selected from the New General Service List-Spoken 1.2, a list of 721 words accounting for up to 90% of spoken English (Browne & Culligan, 2017, NGSL-S1.2).
- [(L116) Barrier Activities - Basic English Core Vocabulary: Prepositions](https://www.banterspeech.com.au/product/basic-english-core-vocabulary-barrier-activity-prepositions/) - In this 8-page low-prep pack, the barrier stimulus worksheets are designed to help participants develop their Basic English core vocabulary of position words (prepositions). Designed for people learning English as a Second Language, and for children with developmental language disorders, the words depicted in the Barrier Games have been selected from the New General Service List-Spoken 1.2, a list of 721 words accounting for up to 90% of spoken English (Browne & Culligan, 2017, NGSL-S1.2).
- [(L144) Barrier Activities - Basic English Core Vocabulary: Pronouns and People](https://www.banterspeech.com.au/product/basic-english-core-vocabulary-barrier-activity-pronouns-and-people/) - In this 11-page low-prep pack, the barrier stimulus worksheets are designed to help participants develop their Basic English core vocabulary of high frequency, people-related words, including pronouns. Designed for people learning English as a Second Language, and for children with developmental language disorders, the words depicted in the Barrier Games have been selected from the New General Service List-Spoken 1.2, a list of 721 words accounting for up to 90% of spoken English (Browne & Culligan, 2017, NGSL-S1.2).
- [(L271) Verbs: Future Tense Verbs: Auxiliary Verb "will" (e.g. "The girl will swim")](https://www.banterspeech.com.au/product/verbs-future-tense-verbs-auxiliary-verb-will-e-g-the-girl-will-swim/) - This 38-page no preparation pack is designed to provide people with structured practice using "will" combined with verbs in their infinitive form to talk about things that will happen in the future. With both picture cues and orthography, this pack can be used with people of all ages.
- [(L270) Verbs: Future Tense Verbs: Auxiliary Verb "going to" (e.g. "The girl is going to sing")](https://www.banterspeech.com.au/product/verbs-future-tense-verbs-auxiliary-verb-going-to-e-g-the-girl-is-going-to-sing/) - This 38-page no preparation pack is designed to provide people with structured practice using "going to" combined with verbs in their infinitive form to talk about things that will happen in the future. With both picture cues and orthography, this pack can be used with people of all ages.
- [(L521) Exam and essay verbs you need to know in high school: "Explain"](https://www.banterspeech.com.au/product/exam-and-essay-verbs-you-need-to-know-in-high-school-explain/) - Research tells us that we should teach young high-schoolers some specific words explicitly and choose words that are cross-curriculum words - words used in high school across multiple subjects.
- [(L502) Listen then Speak 2: an oral language workout for students in Years 2-5](https://www.banterspeech.com.au/product/listen-and-speak-2-an-oral-language-workout-for-students-in-years-2-5/) - In these 19 no-prep slides, we include language activities to pursue 10 oral language goals related to improved language comprehension and expression for school students.
- [(L523) Exam and essay verbs you need to know in high school: "Evaluate"](https://www.banterspeech.com.au/product/exam-and-essay-verbs-you-need-to-know-in-high-school-evaluate/) - Research tells us that we should teach young high-schoolers some specific words explicitly and choose words that are cross-curriculum words - words used in high school across multiple subjects.
- [(R701) NAPLAN: Year 3 - Essential Language Convention Skills for NAPLAN (Nouns and Proper Nouns)](https://www.banterspeech.com.au/product/naplan-year-3-essential-language-convention-skills-for-naplan-nouns-and-proper-nouns/) - Two Language Conventions that are tested frequently in NAPLAN are identifying nouns in sentences and knowing that a proper noun starts with a capital letter. Frequently, students make mistakes in questions asking them to spot or correct errors in the use of these skills.
- [(L503) Listen then Speak 3: an oral language workout for students in Years 2-5](https://www.banterspeech.com.au/product/listen-and-speak-3-an-oral-language-workout-for-students-in-years-2-5/) - In these 19 no-prep slides, we include language activities to pursue 10 oral language goals related to improved language comprehension and expression for school students.
- [(L526) Exam and essay verbs you need to know in high school: "Analyse"](https://www.banterspeech.com.au/product/exam-and-essay-verbs-you-need-to-know-in-high-school-analyse/) - Research tells us that we should teach young high-schoolers some specific words explicitly and choose words that are cross-curriculum words - words used in high school across multiple subjects.
- [(L422) Was and Were Language Mega Workout](https://www.banterspeech.com.au/product/was-and-were-language-mega-workout/) - Before the age of around 5 years, typically developing children start to make sentences using different forms of the copula verb "to be" in past tense: "was" and "were". Many people - including lots of people learning English as a second language and people with language disorders - have difficulties using words like "was" or "were" in sentences. This 81-page non-preparation pack is designed to provide people in this situation with focused, scaffolded practice of the form, using regular and irregular plurals.
- [(L524) Exam and essay verbs you need to know in high school: "Discuss"](https://www.banterspeech.com.au/product/exam-and-essay-verbs-you-need-to-know-in-high-school-discuss/) - The 22-page no-prep slide-pack is composed of 10 activities, all focused on the word "discuss". Consistent with the research, in these exercises, we
- [(L522) Exam and essay verbs you need to know in high school: "Describe"](https://www.banterspeech.com.au/product/exam-and-essay-verbs-you-need-to-know-in-high-school-describe/) - The 22-page no-prep slide-pack is composed of 10 activities, all focused on the word "describe". Consistent with the research, in these exercises, we
- [(L525) Exam and essay verbs you need to know in high school: "Identify"](https://www.banterspeech.com.au/product/exam-and-essay-verbs-you-need-to-know-in-high-school-identify/) - The 22-page no-prep slide-pack is composed of 10 activities, all focused on the word "identify". Consistent with the research, in these exercises, we
- [(L117) Preposition “On”: A No-Prep Preposition Pack with Animated Examples](https://www.banterspeech.com.au/product/preposition-on-a-no-prep-preposition-pack-with-animated-examples/) - In this no-preparation resource with animated examples (useful for telehealth sessions), we provide lots of repetitions to help children to understand and use "on" correctly. We use the word in context, within short sentences using functional vocabulary.
- [(L324) Blanks 3 and 4 Picture Resource](https://www.banterspeech.com.au/product/blanks-3-and-4-picture-resource/) - Combining interesting pictures with scripted Blank's Level 3 and 4 questions, this 22-page resource is designed to be used for a variety of speech and language goals, including understanding of questions, complex sentence formulation, verbal reasoning, and speech sounds at the sentence level, and speech fluency.
- [(L527) Exam and essay verbs you need to know in high school: "Outline"](https://www.banterspeech.com.au/product/exam-and-essay-verbs-you-need-to-know-in-high-school-outline/) - The 22-page no-prep slide-pack is composed of 10 activities, all focused on the word "identify". Consistent with the research, in these exercises, we
- [(L528) Exam and essay verbs you need to know in high school: "Assess"](https://www.banterspeech.com.au/product/exam-and-essay-verbs-you-need-to-know-in-high-school-assess/) - In this 33-page no-preparation pack, we have addressed each of these elements to focus on the word assess. Assess is one of the more common academic verbs used in exams and essays. It is also a fundamental verbal reasoning skill required for higher study, work, community activities, and in personal relationships.
- [(L508) Listen then Speak 8: an oral language workout for students in Years 2-5](https://www.banterspeech.com.au/product/listen-and-speak-8-an-oral-language-workout-for-students-in-years-2-5/) - In these 19 no-prep slides, we include language activities to pursue 10 oral language goals related to improved language comprehension and expression for school students.
- [(L509) Listen then Speak 9: an oral language workout for students in Years 2-5](https://www.banterspeech.com.au/product/listen-then-speak-9-an-oral-language-workout-for-students-in-years-2-5/) - In these 19 no-prep slides, we include language activities to pursue 10 oral language goals related to improved language comprehension and expression for school students.
- [(L510) Listen then Speak 10: an oral language workout for students in Years 2-5](https://www.banterspeech.com.au/product/listen-then-speak-10-an-oral-language-workout-for-students-in-years-2-5/) - In these 19 no-prep slides, we include language activities to pursue 10 oral language goals related to improved language comprehension and expression for school students.
- [(L104) Once upon a....who? A no-preparation resource to focus on the meaning of "who" questions in context](https://www.banterspeech.com.au/product/once-upon-a-who-a-no-preparation-resource-to-focus-on-the-meaning-of-who-questions-in-context/) - This 33-page no-prep resource is designed to help children understand and use simple "who" questions in context. Including people working in common occupations, and some well-known fairy tale characters.
- [(L504) Listen then Speak 4: an oral language workout for students in Years 2-5](https://www.banterspeech.com.au/product/listen-then-speak-4-an-oral-language-workout-for-students-in-years-2-5/) - In these 19 no-prep slides, we include language activities to pursue 10 oral language goals related to improved language comprehension and expression for school students.
- [(L505) Listen then Speak 5: an oral language workout for students in Years 2-5](https://www.banterspeech.com.au/product/listen-then-speak-5-an-oral-language-workout-for-students-in-years-2-5/) - In these 20 no-prep slides, we include language activities to pursue 10 oral language goals related to improved language comprehension and expression for school students.
- [(L506) Listen then Speak 6: an oral language workout for students in Years 2-5](https://www.banterspeech.com.au/product/listen-then-speak-6-an-oral-language-workout-for-students-in-years-2-5/) - In these 19 no-prep slides, we include language activities to pursue 10 oral language goals related to improved language comprehension and expression for school students.
- [(L507) Listen then Speak 7: an oral language workout for students in Years 2-5](https://www.banterspeech.com.au/product/listen-then-speak-7-an-oral-language-workout-for-students-in-years-2-5/) - In these 19 no-prep slides, we include language activities to pursue 10 oral language goals related to improved language comprehension and expression for school students.
- [(F519) Advanced Speech Sound Exercises: Discourse Level Exercises - Alveolar Speech Sounds](https://www.banterspeech.com.au/product/advanced-speech-sound-exercises-discourse-level-exercises-alveolar-speech-sounds/) - Speech therapy is not just for preschoolers. Plenty of older children, teenagers and adults have residual speech sound errors. In this 64-page volume, we tackle a group of sounds that cause all sorts of bother to so many people: the alveolar sounds /s/, /z/, /t/, /d/, /n/, and /l/.
- [(L115) Once upon a....where? A no-preparation resource to focus on the meaning of "where" questions in context](https://www.banterspeech.com.au/product/once-upon-a-where-a-no-preparation-resource-to-focus-on-the-meaning-of-where-questions-in-context/) - This 45-page no-prep resource is designed to help children understand and use simple “where" questions in context. Set in an engaging world of fairy tales, this resource is designed to highlight the meaning of “where" with the support of familiar concrete storybook locations (e.g. a house, forest, cave, castle, hill, river, and hill).
- [(L518) Level Up Your Language Skills 1: Higher Level Oral Language Skills](https://www.banterspeech.com.au/product/level-up-your-language-skills-i-higher-level-oral-language-skills/) - Introducing "Level Up Your Language Skills 1": the first in our new language learning series of practical exercises to help students in late primary school and early high school/middle school - and others who would benefit from working on their higher level oral language skills - to acquire higher level oral language and reading comprehension skills needed to succeed at school, at work, and in life.
- [(L519) Level Up Your Language Skills 2: Higher Level Oral Language Skills](https://www.banterspeech.com.au/product/level-up-your-language-skills-2-higher-level-oral-language-skills/) - Introducing "Level Up Your Language Skills 2": the second in our new language learning series of practical exercises to help students in late primary school and early high school/middle school - and others who would benefit from working on their higher level oral language skills - to acquire higher level oral language and reading comprehension skills needed to succeed at school, at work, and in life.
- [(L520) Level Up Your Language Skills 3: Higher Level Oral Language Skills](https://www.banterspeech.com.au/product/level-up-your-language-skills-3-higher-level-oral-language-skills/) - Introducing 'Level Up Your Language Skills 3': the third in our new language learning series of practical no-prep exercises to help students in late primary school and early high school/middle school - and others who would benefit from working on their higher level oral language skills
- [(L103) Once upon a....what? A no-preparation resource to focus on the meaning of "what" questions in context](https://www.banterspeech.com.au/product/once-upon-a-what-a-no-preparation-resource-to-focus-on-the-meaning-of-what-questions-in-context/) - This 31-page no-prep resource is designed to help children understand and use simple “what" questions in context including high frequency vocabulary, sorted into some early categories (including furniture, bugs, food, clothing, eating utensils, tools, musical instruments and wild animals) to stimulate semantic language development.
- [(R414) The Zoo Druid](https://www.banterspeech.com.au/product/the-zoo-druid/) - We're pleased to release our next decodable reader in The Scatter-Slayer Adventures: The Zoo Druid ( (moon), (took) and ). This is a new release from our decodable digital ‘select-your sequel’ adventure series, focusing on the extended code and increasing reading fluency.
- [(R304) Decoding Polysyllabic Words in Sentences: My Dad Does Several Silly Things](https://www.banterspeech.com.au/product/decoding-polysyllabic-words-in-sentences-my-dad-does-several-silly-things/) - Many students with reading difficulties struggle with long words - especially words with two or more syllables ("polysyllables"). For example, many children will look at a long word and simply guess at the word
- [(R416) The Glowing Toad](https://www.banterspeech.com.au/product/the-glowing-toad/) - We're pleased to release our next decodable reader in The Scatter-Slayer Adventures: The Glowing Toad (, and ). This is a new release from our decodable digital ‘select-your sequel’ adventure series, focusing on the extended code and increasing reading fluency.
- [(L108) Once upon a....whose? A no-preparation resource to focus on the meaning of "whose" questions in context](https://www.banterspeech.com.au/product/once-upon-a-whose-a-no-preparation-resource-to-focus-on-the-meaning-of-whose-questions-in-context/) - This 33-page no-prep resource is designed to help children understand and use simple “whose" questions in context.
- [(R417) The Frightening Shy Child](https://www.banterspeech.com.au/product/the-frightening-shy-child/) - We're pleased to release our next decodable reader in The Scatter-Slayer Adventures: The Frightening Shy Child (igh, y, ind, and ild). This is a new release from our decodable digital ‘select-your sequel’ adventure series, focusing on the extended code and increasing reading fluency.
- [(L235) Complex sentence picture description task: 'if' and 'while' sentences](https://www.banterspeech.com.au/product/complex-sentence-picture-description-task-if-and-while-sentences/) - This picture description resource is designed to help by providing a bridge between highly structured sentence-level exercises (like sentence builders) and discourse level text types (like narratives).
- [(R305) Decoding Polysyllabic Words in Sentences: My Mother Is Impressive](https://www.banterspeech.com.au/product/decoding-polysyllabic-words-in-sentences-my-mother-is-impressive/) - Many students with reading difficulties struggle with long words - especially words with two or more syllables ("polysyllables"). For example, many children will look at a long word and simply guess at the word
- [(R308) Reading Resource: Split Digraph ('silent e') Minimal Pair Sentences: a_e words](https://www.banterspeech.com.au/product/reading-resource-split-digraph-silent-e-minimal-pair-sentences-a_e-words/) - Split digraphs - sometimes called the 'bossy e' or 'magic e' or 'first use of the silent e' - are tricky for many kids (and adults) who are learning to read! Even though many reading teachers are taught to focus on the so-called 'silent e', we would all do better by learners to focus on the different vowel speech sounds - the true difference between the words in each pair.
- [(R309) Reading Resource: Split Digraph ('silent e') Minimal Pair Sentences: i_e words](https://www.banterspeech.com.au/product/reading-resource-split-digraph-silent-e-minimal-pair-sentences-i_e-words/) - Split digraphs - sometimes called the 'bossy e' or 'magic e' or 'first use of the silent e' - are tricky for many kids (and adults) who are learning to read! Even though many reading teachers are taught to focus on the so-called 'silent e', we would all do better by learners to focus on the different vowel speech sounds - the true difference between the words in each pair.
- [(R310) Reading Resource: Split Digraph ('silent e') Minimal Pair Sentences: o_e words](https://www.banterspeech.com.au/product/reading-resource-split-digraph-silent-e-minimal-pair-sentences-o_e-words/) - Split digraphs - sometimes called the 'bossy e' or 'magic e' or 'first use of the silent e' - are tricky for many kids (and adults) who are learning to read! Even though many reading teachers are taught to focus on the so-called 'silent e', we would all do better by learners to focus on the different vowel speech sounds - the true difference between the words in each pair.
- [(R311) Reading Resource: Split Digraph ('silent e') Minimal Pair Sentences: u_e words](https://www.banterspeech.com.au/product/reading-resource-split-digraph-silent-e-minimal-pair-sentences-u_e-words/) - Split digraphs - sometimes called the 'bossy e' or 'magic e' or 'first use of the silent e' - are tricky for many kids (and adults) who are learning to read! Even though many reading teachers are taught to focus on the so-called 'silent e', we would all do better by learners to focus on the different vowel speech sounds - the true difference between the words in each pair.
- [(R306) Decoding Polysyllabic Words in Sentences: My Grandmother Is a Touch Unusual](https://www.banterspeech.com.au/product/decoding-polysyllabic-words-in-sentences-my-grandmother-is-a-touch-unusual/) - Many students with reading difficulties struggle with long words - especially words with two or more syllables ("polysyllables"). For example, many children will look at a long word and simply guess at the word
- [(R209) CCVC Words in Sentences: Is Stan a Brat?](https://www.banterspeech.com.au/product/ccvc-sentences-is-stan-a-brat/) - Featuring 82 short sentences, this workout is loaded with CCVC words that use the basic code (with very few digraphs, split digraphs or diphthongs). We wrote these sentences to help practice blending and segmenting words with four letter-sounds.
- [(R214) CVCC Words in Sentences: Wendy has zest!](https://www.banterspeech.com.au/product/cvcc-words-in-sentences-wendy-has-zest/) - Featuring 59 short sentences, this workout is loaded with CVCC words that use the basic code (with very few digraphs, split digraphs or diphthongs). We wrote these sentences to help practice blending and segmenting words with four letter-sounds.
- [(L320) Relative Clause Sentence Workout: That](https://www.banterspeech.com.au/product/relative-clause-sentence-workout-that/) - A relative clause is a subordinate clause that specifies or gives information about a person or a thing. They come after nouns or pronouns; and often begin with a relative pronoun such as 'who', 'that', or 'which'. In this resource, we provide lots of structured practice with relative clauses starting with 'that'.
- [(R215) Early Reading Workout - Stan has three cats: Dom, Don and Dan (CVC, CVCC, CCVC)](https://www.banterspeech.com.au/product/early-reading-workout-stan-has-three-cats-dom-don-and-dan-cvc-cvcc-ccvc/) - This 10-page workout is designed to show students the importance of decoding left to right, all the way through words, and to not guess. Featuring three cats with similar - but different - names, features, and interests, this exercise is designed to help catch and eliminate barriers to fluent decoding.
- [(R206) b/d letter-sounds sorter (a letter-sound, word, sentence and short story workout with CVC words)](https://www.banterspeech.com.au/product/b-d-letter-sounds-sorter-a-letter-sound-word-sentence-and-short-story-workout-with-cvc-words/) - In this 14-page pack, we introduce a couple of the best ways we have found to help children who confuse the two letters (and their sounds). After a brief and letter-sound recognition drill, we then jump into practising decoding the letters in words, sentences and stories. 
- [(L307) Blanks 3: School readiness and early school vocabulary: “What is it?"](https://www.banterspeech.com.au/product/blanks-3-school-readiness-and-early-school-vocabulary-what-is-it/) - This 46-page no-preparation pack is designed to help students of all abilities to learn the strategy of semantic feature analysis, using high frequency school-related nouns. To make it accessible to all students, we have chosen easily pictured objects you will find in most schools.
- [(L416) Narrative Language Workout for Young Primary Schoolers: The Lion and The Mouse, a Fable by Aesop](https://www.banterspeech.com.au/product/narrative-language-workout-for-young-primary-schoolers-the-lion-and-the-mouse-a-fable-by-aesop/) - In this 26-page contextualised language workout, we target Tier 2 vocabulary, semantic features, complex syntax, and narrative skills using the context of activities related to the content of a famous Aesop's Fable, The Lion and the Mouse.
- [(L417) Narrative Language Workout for Young Primary Schoolers: The Tortoise and the Hare, a Fable by Aesop](https://www.banterspeech.com.au/product/narrative-language-workout-for-young-primary-schoolers-the-tortoise-and-the-hare-a-fable-by-aesop/) - In this 26-page contextualised language workout, we target Tier 2 vocabulary, semantic features, complex syntax, and narrative skills using the context of activities related to the content of a famous Aesop's Fable, The Tortoise and the Hare.
- [(L420) Narrative Language Workout for Young Primary Schoolers: Mercury and the Woodman, a Fable by Aesop](https://www.banterspeech.com.au/product/narrative-language-workout-for-young-primary-schoolers-mercury-and-the-woodman-a-fable-by-aesop/) - In this 28-page contextualised language workout, we target Tier 2 vocabulary, semantic features, complex syntax, and narrative skills using the context of activities related to the content of a famous Aesop's Fable, Mercury and the Woodman.
- [(L418) Narrative Language Workout for Young Primary Schoolers: The Dog and his Reflection, a Fable by Aesop](https://www.banterspeech.com.au/product/narrative-language-workout-for-young-primary-schoolers-the-dog-and-his-reflection-a-fable-by-aesop/) - In this 26-page contextualised language workout, we target Tier 2 vocabulary, semantic features, complex syntax, and narrative skills using the context of activities related to the content of a famous Aesop's Fable, The Dog and his Reflection.
- [(L419) Narrative Language Workout for Young Primary Schoolers: The Crow and the Pitcher, a Fable by Aesop](https://www.banterspeech.com.au/product/narrative-language-workout-for-young-primary-schoolers-the-crow-and-the-pitcher-a-fable-by-aesop/) - In this 26-page contextualised language workout, we target Tier 2 vocabulary, semantic features, complex syntax, and narrative skills using the context of activities related to the content of a famous Aesop's Fable, The Crow and the Pitcher.
- [(L516) Informative text language workout for primary school students: Ants and Spiders](https://www.banterspeech.com.au/product/informative-text-language-workout-for-primary-school-students-ants-and-spiders/) - In this 30-page informative text language workout, we target: oral and written language exercises about the world around us; Tier 2 vocabulary; semantic feature analysis; compound and complex sentences; informative text macrostructure; problem solving; world knowledge; and inferencing and verbal reasoning.
- [(L515) Informative text language workout for primary school students: Venus Flytraps and Death Cap Mushrooms](https://www.banterspeech.com.au/product/informative-text-language-workout-for-primary-school-students-venus-flytraps-and-death-cap-mushrooms/) - In this 30-page informative text language workout, we target: oral and written language exercises about the world around us; Tier 2 vocabulary; semantic feature analysis; compound and complex sentences; informative text macrostructure; problem solving; world knowledge; and inferencing and verbal reasoning.
- [(L302) Blanks 2 and 3 Dinosaurs Picture Resource](https://www.banterspeech.com.au/product/blanks-2-and-3-dinosaurs-picture-resource/) - In this 27-page resource, we target Blank's Level 2 and 3 language comprehension tasks. Many children are fascinated by dinosaurs. In this resource, we use this common interest to support students with a range of different needs, including students with language and learning disorders, as well as students with Autism Spectrum Disorder.
- [(L415) Blanks 4: Space Picture Resource](https://www.banterspeech.com.au/product/blanks-4-questions-space-picture-resource/) - In this 22-page resource, we target Blank's Level 4 language comprehension tasks. Many children are fascinated by space. In this resource, we use this common interest to support students with a range of different needs, including students with language and learning disorders, as well as students with Autism Spectrum Disorder.
- [(L401) Blanks 3 and 4 Questions Workout: Brilliant Places To Go](https://www.banterspeech.com.au/product/blanks-level-3-and-4-questions-workout-brilliant-places-to-go/) - The world is full of interesting places to go, if you know where to look. In this resource, we showcase 22 of our favourite places on Earth; and use them to stimulate language comprehension and world knowledge.
- [Online Course Access Agreement Template](https://www.banterspeech.com.au/product/online-course-access-agreement-template/) - This 6-page agreement template allows participants (other allied health professionals) to access and use the online course provided they agree to the terms and conditions of the online course access agreement.
- [(L258) Setting Goals for this Year: an Oral Language Workout](https://www.banterspeech.com.au/product/setting-goals-for-this-year-an-oral-language-workout/) - Setting goals for this year - an oral language workout targeting categories, subjunctive language (If I were), infinitives (I want to), modal verbs (could/should/would), calendar knowledge, and planning. In this 20 page no-prep, fully scripted language workout, we model goal-setting, recognising and interpreting a calendar, making decisions when faced with options, and planning events. We model and provide focused stimulation for modal verbs, infinitives, and use of the subjunctive.
- [(R202) Early sound blending practice 2: CVC words with short i and o vowels](https://www.banterspeech.com.au/product/early-sound-blending-practice-2-cvc-words-with-short-i-and-o-vowels/) - CVC words with short and vowels. Early phoneme blending practice using the basic code and word initial continuants. Why blending? Learning to decode letters into speech sounds, and then to blend the speech sounds together to form words is a fundamental reading skill for all students in their first year of schooling. Why the basic code? To keep things simple, we start with consonant-vowel-consonant (CVC) word structures composed of high frequency letter-sound links.
- [(R203) Early sound blending practice 3: CVC words with short u vowel](https://www.banterspeech.com.au/product/early-sound-blending-practice-3-cvc-words-with-short-u-vowel/) - CVC words with short vowel. Early phoneme blending practice using the basic code and word initial continuants. Why blending? Learning to decode letters into speech sounds, and then to blend the speech sounds together to form words is a fundamental reading skill for all students in their first year of schooling. Why the basic code? To keep things simple, we start with consonant-vowel-consonant (CVC) word structures composed of high frequency letter-sound links.
- [(L152) Blank's Level 1 and 2 Picture Resource](https://www.banterspeech.com.au/product/blanks-level-1-and-2-picture-resource/) - In this 25-page picture resource, we target Blank's Levels 1 and 2 language comprehension tasks, which requires the student to identify objects, to name attributes of objects, and to categorise them. We use this resource in our busy speech pathology clinic to support preschoolers with a range of different needs, including students with language and learning disorders, as well as students with Autism Spectrum Disorder. These resources are also appropriate for students of all ages who are learning English as an additional language.
- [(R804) Reading Comprehension Practice - Volume 4: Issues in Australia](https://www.banterspeech.com.au/product/reading-comprehension-practice-volume-4-issues-in-australia/) - In this 17-page resource, we have prepared 10 short reading passages, each with 10 questions probing comprehension at different levels of abstraction, to help teachers and others working with students to model comprehension strategies. The theme of this volume is issues in Australia including reading passages about Federation, the Westminster System of government, migration and refugees, Anzac Day, and Australian Rules Football.
- [(L146) Subject Verb Complement Adverb (SVCA) Sentences](https://www.banterspeech.com.au/product/subject-verb-complement-adverb-svca-sentences/) - In this 21-page no-preparation pack of scaffolded sentences, we target the Subject-Verb-Complement-Adverb structure. Most typically-developing children acquire this sentence structure at about the age of 30-36 months. But many people - including people learning English as a second language, and people with developmental language disorders, take longer and need practice to acquire it.
- [(L322) Theory of Mind: We are all different, and like different things. That's OK!](https://www.banterspeech.com.au/product/theory-of-mind-we-are-all-different-and-like-different-things-thats-ok/) - For most of us, between the ages of 4 and 5 years, we learn that other people want and like different things. This is called “first order" Theory of Mind. Some of us need some extra help to learn that people want and like different things. In this 18-page no-prep resource, we start off by looking at how different animals and people do different things. We then talk about how different people feel different emotions at different times. We then show children how different people like different things, and how that is OK!
- [(L313) Blanks 3 Bundle: Language Comprehension Booster - Verbal Reasoning Tasks](https://www.banterspeech.com.au/product/blanks-3-bundle-language-comprehension-booster-verbal-reasoning-tasks/) - In this no-prep pack bundle, we target Blank's Level 3 language comprehension tasks. Specifically, we include 7 no-preparation scripted resource packs (over 230 pages in total) to stimulate and develop verbal reasoning of language comprehension skills, namely:
- [(L209) Blanks 2 Bundle: Language Comprehension Booster - Classification Tasks](https://www.banterspeech.com.au/product/blanks-2-bundle-language-comprehension-booster-classification-tasks/) - In this no-prep bundle of resources (240 pages), we target Blank's Level 2 language comprehension tasks, which requires the student to identify attributes of objects and to categorise them. Specifically, this bundle includes:
- [(R207) Early sound blending practice 4: CCVC words - starting with a continuant](https://www.banterspeech.com.au/product/early-sound-blending-practice-4-ccvc-words-starting-with-a-continuant/) - Now that the student has learned to decode and encode simple CVC words composed on the basic code, we step up to working with consonant-consonant-vowel-consonant (CCVC) word structures composed of high frequency letter-sound links. Why blending? Learning to decode letters into speech sounds, and then to blend the speech sounds together to form words is a fundamental reading skill for all students in their first year of schooling. Why read and write the words? Early encoding (writing) practice helps consolidate early decoding (reading) skills (and vice versa).
- [(R210) Early sound blending practice 5: CVCC words - starting with a continuant](https://www.banterspeech.com.au/product/early-sound-blending-practice-5-cvcc-words-starting-with-a-continuant/) - Now that the student has learned to decode and encode simple CVC and CCVC words composed on the basic code, we step up to working with consonant-vowel-consonant-consonant (CVCC) word structures composed of high frequency letter-sound links. Why blending? Learning to decode letters into speech sounds, and then to blend the speech sounds together to form words is a fundamental reading skill for all students in their first year of schooling. Why read and write the words? Early encoding (writing) practice helps consolidate early decoding (reading) skills (and vice versa).
- [(R216) Early sound blending practice 6: CCVCC words - starting with a continuant](https://www.banterspeech.com.au/product/early-sound-blending-practice-6-ccvcc-words-starting-with-a-continuant/) - Now that the student has learned to decode and encode simple CVC, CCVC and CVCC words composed on the basic code, we step up to working with consonant-consonant-vowel-consonant-consonant (CCVCC) word structures composed of high frequency letter-sound links. Why blending? Learning to decode letters into speech sounds, and then to blend the speech sounds together to form words is a fundamental reading skill for all students in their first year of schooling. Why read and write the words? Early encoding (writing) practice helps consolidate early decoding (reading) skills (and vice versa).
- [(R422) The Spoiled Boy](https://www.banterspeech.com.au/product/the-spoiled-boy/) - We're pleased to release our next decodable reader in The Scatter-Slayer Adventures: The Spoiled Boy (oy and oi). This is a new release from our decodable digital ‘select-your sequel’ adventure series, focusing on the extended code and increasing reading fluency.
- [(L252) Sentence Maker: “Until” and “Unless”](https://www.banterspeech.com.au/product/sentence-maker-until-and-unless/) - This no-prep 35-page picture description resource is designed to help by providing a bridge between highly structured sentence-level exercises (like Sentence Builders) and discourse level text types (like narratives). Featuring 30 high quality, interesting photos, this resource includes scaffolds for “until” and “unless” sentence generation, with 150 prompts for different parts of speech, and different types of clauses, that allow you to target your syntax goal (or goals), while using evidence-based language therapy techniques like recasting, building up and breaking down, extensions and expansions, focused stimulation and modelling.
- [(L245) Sentence Maker: “Before” and “After”](https://www.banterspeech.com.au/product/sentence-maker-before-and-after/) - This no-prep 30-page picture description resource is designed to help by providing a bridge between highly structured sentence-level exercises (like Sentence Builders) and discourse level text types (like narratives). Featuring 25 high quality, interesting photos, this resource includes scaffolds for “before” and “after” sentence generation, with 150 prompts for different parts of speech, and different types of clauses, that allow you to target your syntax goal (or goals), while using evidence-based language therapy techniques like recasting, building up and breaking down, extensions and expansions, focused stimulation and modelling.
- [(L220) Compound Conjunction Sentence Builders: "Either...or"](https://www.banterspeech.com.au/product/compound-conjunction-sentence-builders-either-or/) - "Either...or" sentences are tricky for many people to learn, including people learning English as a second language and people with developmental language disorders. This no-preparation 20-page sentence builder pack is designed to give people structured, concentrated practice of the sentence form. Supported by pictures and orthography, these sentence scaffolds are designed to help people of all ages who need to practice "either...or" sentences.
- [(R217) Digraph sentences featuring sh, ck, th, wh and qu words (Volume 1)](https://www.banterspeech.com.au/product/high-frequency-digraph-sentences-featuring-sh-ck-th-wh-and-qu-words/) - Once students have learned: the basic code; how to decode CVC words (like “mat”); how to tell from ; how to decode CCVC words (like “stem”), CVCC words (like “mast”) and CCVCC words (like “spilt”), it’s time to work on high frequency split digraphs like , , , and . This resource contains 36 silly sentences loaded with , , , and digraphs.
- [(L261) Sentence workout: indefinite articles “a” and “an” plus 'Go Fish' game](https://www.banterspeech.com.au/product/sentence-workout-indefinite-articles-a-and-an-plus-go-fish-game/) - At around 36-42 months of age, typically developing students start to understand and to use the indefinite articles “a” and “an” appropriately. But some students need a bit of help to acquire them. In this low-preparation 49-page pack, we provide structured practice with 66-scaffolded examples to help students learn when to use “a” and “an” in sentences. We finish off with a 'Go Fish' sentence practice game to promote learning.
- [(R303) Decoding Polysyllabic Words in Sentences (Foundation): My Uncle Patrick is very clever](https://www.banterspeech.com.au/product/decoding-polysyllabic-words-in-sentences-foundation-my-uncle-patrick-is-very-clever/) - Many students with reading difficulties struggle with long words - especially words with two or more syllables ('polysyllables'). For example, many children will look at a long word and simply guess at the word, e.g. by looking at the first letter or by guessing at the word by looking at the accompanying pictures. To make the work meaningful - and to work on reading fluency at the same time - we like to teach students how to read polysyllables using real words in sentences. This resource contains 40 of sentences designed to provide students with lots of practice decoding polysyllabic words in sentences. To make the sentences more useful, we have selected decodable polysyllabic words from the New General Service List of high frequency vocabulary.
- [(R610) High Frequency Suffixes for Reading and Writing: "-ion" and "-tion"](https://www.banterspeech.com.au/product/high-frequency-suffixes-for-reading-and-writing-ion-and-tion/) - In this resource, we include some of the most common English words ending in the suffix -ion and -tion, as well as common academic words ending in -ion and -tion that are used across subjects at school. The resource includes 10 activities designed to teach and consolidate this knowledge. See below for an outline of what is included in the resource. Fully scripted, the module is is suitable for one-to-one, small group and whole class instruction; and can be downloaded in PDF and Google Slides format. The activities in these resources are suitable for typically developing students in Year 4 and above. They are also suitable for gifted younger students, and older students with language, learning, reading and/or writing difficulties.
- [(R208) CVC/CCVC minimal pairs and near minimal pairs contrasted in short sentences](https://www.banterspeech.com.au/product/cvc-ccvc-minimal-pairs-and-near-minimal-pairs-contrasted-in-short-sentences/) - Once our students have learned to decode and encode simple Consonant-Vowel-Consonant (CVC) and Consonant-Consonant-Vowel-Consonant (CCVC) words composed of letters in the basic code - but before we step up to working on polysyllabic words, we recommend that students practice decoding short sentences containing similar words that contrast CVC and CCVC word pairs, e.g. v . In this early reading support resource we feature 32 decodable CVC/CCVC minimal pairs and near minimal pairs contrasted in short sentences.
- [(R211) CVC/CVCC minimal pairs and near minimal pairs contrasted in short sentences](https://www.banterspeech.com.au/product/cvc-cvcc-minimal-pairs-and-near-minimal-pairs-contrasted-in-short-sentences/) - Once our students have learned to decode and encode simple CVC, CCVC and CVCC words composed of letters in the basic code - but before we step up to working on polysyllabic words - we recommend that students practice decoding short sentences containing similar words that contrast CVC and CVCC word pairs, e.g. and , and , and . In this early reading support resource we feature 42 decodable CVC/CVCC minimal pairs and near minimal pairs contrasted in short sentences.
- [(L423) Social Use of Language Picture Discussion Pack](https://www.banterspeech.com.au/product/social-use-of-language-picture-discussion-pack/) - This simple 15-page no-prep resource is designed to help students learn more about some basic social uses of language, and to practice expressing themselves socially in several different ways in familiar contexts, including: making polite requests; expressing different emotions, including with tones of voice; recounting memorable events (e.g. celebrations); explaining basic procedures (e.g how to pack a school bag, and play sports and games); re-telling familiar stories (e.g. fairy tales); and solving common social problems (e.g. needing to go to the bathroom during class). This resource is not intended to prescribe “correct” or “expected” behaviours, but instead to give students the opportunity to learn about different social uses of language from adults and peers and to express their thoughts and feelings using words. Suitable for face-to-face and distance learning.
- [(R611) High Frequency Suffixes for Reading and Writing: "-able"](https://www.banterspeech.com.au/product/high-frequency-suffixes-for-reading-and-writing-able/) - In this resource, we include some of the most common English words ending in the suffix -able, as well as common academic words ending in -able that are used across subjects at school. The resource includes 10 activities designed to teach and consolidate this knowledge. See below for an outline of what is included in the resource. Fully scripted, the module is is suitable for one-to-one, small group and whole class instruction; and can be downloaded in PDF and Google Slides format. The activities in these resources are suitable for typically developing students in Year 4 and above. They are also suitable for gifted younger students, and older students with language, learning, reading and/or writing difficulties.
- [(R401) Extended Code: A Gloomy Day In My Room For Yet More Zoom Doom! A Silly 'oo' Sentence Story Workout](https://www.banterspeech.com.au/product/a-gloomy-day-in-my-room-for-yet-more-zoom-doom-a-silly-oo-sentence-story-workout/) - In this reading exercise, students read many words containing (e.g. "Zoom" and "room"). For efficiency and engagement, we find it best to work on extended code targets like while also working on reading fluency (accuracy, speed and expression) with sentences and short passages. This reading workout is about a very frustrated young student who has been sent home to do his schooling by Zoom. He is unhappy about it and decides to share some of reasons he does not enjoy Zoom school. This no-prep exercise can be used for: decoding practice; or word or sentence level written dictation (encoding) practice.
- [(R613) High Frequency Suffixes for Reading and Writing: "-ship"](https://www.banterspeech.com.au/product/high-frequency-suffixes-for-reading-and-writing-ship/) - In this resource, we include some of the most common English words ending in the suffix -ship, as well as common academic words ending in -ship that are used across subjects at school. The resource includes 10 activities designed to teach and consolidate this knowledge. See below for an outline of what is included in the resource. Fully scripted, the module is is suitable for one-to-one, small group and whole class instruction; and can be downloaded in PDF and Google Slides format. The activities in these resources are suitable for typically developing students in Year 4 and above. They are also suitable for gifted younger students, and older students with language, learning, reading and/or writing difficulties.
- [(R402) Extended Code: My Brain Plays Every Day in Winter Bay: An 'ay', 'ai' Sentence Story Workout](https://www.banterspeech.com.au/product/my-brain-plays-every-day-in-winter-bay-an-ay-ai-sentence-story-workout/) - In this reading exercise, students read many words containing or (e.g. "wait" and "way"). For efficiency and engagement, we find it best to work on extended code targets like and while also working on reading fluency (accuracy, speed and expression) with sentences and short passages. This reading workout is about a young man named Jay who likes to daydream. While exploring his bay, cheering on a racing snail, saving a stray donkey, fishing with bait, and trying to avoid his dreaded Cor Anglais music lesson, he dreams of Spain and Norway, of Viking raids, of dragon slaying and of leading the search for the Holy Grail. With not a hint of Netflix or Minecraft, Jay lets his imagination run wild while exploring the world around him. This no-prep exercise can be used for: decoding practice; or word or sentence level written dictation (encoding) practice.
- [(L269) Would you please... ? A Scripted Indirect Request Language Workout](https://www.banterspeech.com.au/product/would-you-please-a-scripted-indirect-request-language-workout/) - Between the ages of 36 to 42 months, most typically developing kids start to replace direct requests (like “Give me!”) with indirect requests (like “Can I have..?” or “Would you please…?”). No one knows for sure why we do this – it’s certainly not the most efficient way to ask for things. But so-called “indirect speech” has been studied by linguists, philosophers and speech pathologists for decades (e.g. Grice, 1975; Lakoff, 1973). Most children pick up indirect request-making skills by around 3 1/2 years of age by watching others. But some students (especially many children with communication difficulties) need some help. In this resource, we focus on "Would you please...?" as an indirect way to ask for things.
- [(R404) Extended Code: Should we go on Joe's boat? An 'oa', 'ow' and 'oe' Spooky Sentence Story Workout](https://www.banterspeech.com.au/product/extended-code-should-we-go-on-joes-boat-an-oa-ow-and-oe-spooky-sentence-story-workout/) - In this reading exercise, students read many words containing , , and (e.g. "toast", “tow” and "toe"). For efficiency and engagement, we find it best to work on extended code targets like , and while also working on reading fluency (accuracy, speed and expression) with sentences and short passages. This reading workout is about a mysterious stranger struggling to survive in a tough world. He seems friendly. But, there’s something not quite right here. Should we be worried? Let’s find out! This no-prep exercise can be used for: decoding practice; or word or sentence level written dictation (encoding) practice.
- [(R405) Extended Code: Why I like my night shift. A 'y' and 'igh' Sentence Story Workout](https://www.banterspeech.com.au/product/extended-code-why-i-like-my-night-shift-a-y-and-igh-sentence-story-workout/) - In this reading exercise, students read many words containing , and . For efficiency and engagement, we find it best to work on extended code targets like and while also working on reading fluency (accuracy, speed and expression) with sentences and short passages. This reading workout is about Dwight, who works a night shift in a 24 hour store. This no-prep exercise can be used for: decoding practice; or word or sentence level written dictation (encoding) practice.
- [(R612) High Frequency Suffixes for Reading and Writing: "-ible"](https://www.banterspeech.com.au/product/high-frequency-suffixes-for-reading-and-writing-ible/) - In this resource, we include some of the most common English words ending in the suffix -ible, as well as common academic words ending in -ible that are used across subjects at school. The resource includes 10 activities designed to teach and consolidate this knowledge. See below for an outline of what is included in the resource. Fully scripted, the module is is suitable for one-to-one, small group and whole class instruction; and can be downloaded in PDF and Google Slides format. The activities in these resources are suitable for typically developing students in Year 4 and above. They are also suitable for gifted younger students, and older students with language, learning, reading and/or writing difficulties.
- [(R406) Extended Code: When the crew visited New Zealand with Sue needing some bruise-curing Kiwi fruit - An 'ew', 'ui' & 'ue' Sentence Story](https://www.banterspeech.com.au/product/extended-code-when-the-crew-visited-new-zealand-with-sue-needing-some-bruise-curing-kiwi-fruit-an-ew-ui-ue-sentence-story/) - In this reading exercise, students read many words containing , , and (e.g. “few”, "suit", and “Sue”). For efficiency and engagement, we find it best to work on extended code targets like , and while also working on reading fluency (accuracy, speed and expression) with sentences and short passages. This reading workout is about a pilot named Sue and her crew, including Stewart and Andrew, as they battle ash and the fires of Mount Doom on what was meant to be an easy flight to New Zealand. What will become of the crew? Let’s find out! This no-prep exercise can be used for: decoding practice; or word or sentence level written dictation (encoding) practice.
- [(R408) Extended Code: Is Paula appalling or just boring? An 'au', 'or', 'aw', 'all' Sentence-Story Workout](https://www.banterspeech.com.au/product/extended-code-is-paula-appalling-or-just-boring-an-au-or-aw-all-sentence-story-workout/) - In this reading exercise, students read many words containing , , and . For efficiency and engagement, we find it best to work on extended code targets like , , and while also working on reading fluency (accuracy, speed and expression) with sentences and short passages. This reading workout is about Paula. Is Paula appalling and awful or just misunderstood? Let’s find out! This no-prep exercise can be used for: decoding practice; or word or sentence level written dictation (encoding) practice.
- [(R614) High Frequency Suffixes for Reading and Writing: "-our" or "-or"](https://www.banterspeech.com.au/product/high-frequency-suffixes-for-reading-and-writing-our-or-or/) - In this resource, we include some of the most common English words ending in the suffix -our or -or, as well as common academic words ending in -our or -or that are used across subjects at school. The resource includes 10 activities designed to teach and consolidate this knowledge. See below for an outline of what is included in the resource. Fully scripted, the module is is suitable for one-to-one, small group and whole class instruction; and can be downloaded in PDF and Google Slides format. The activities in these resources are suitable for typically developing students in Year 4 and above. They are also suitable for gifted younger students, and older students with language, learning, reading and/or writing difficulties.
- [(R409) Extended Code: When Sir Bertie, son of an Earl, went to work for a cursed firm: An 'er', 'ir', 'ur', 'wor', 'ear' Sentence Story Workout](https://www.banterspeech.com.au/product/extended-code-when-sir-bertie-son-of-an-earl-went-to-work-for-a-cursed-firm-an-er-ir-ur-wor-ear-sentence-story-workout/) - In this reading exercise, students read many words containing , , , , (e.g. "her", “first”, “surf”, “world” and "early”). For efficiency and engagement, we find it best to work on extended code targets like , , , , while also working on reading fluency (accuracy, speed and expression) with sentences and short passages. This reading workout is about the son of an Earl, Sir Bertie, who has to - gasp - actually work for a living. This no-prep exercise can be used for: decoding practice; or word or sentence level written dictation (encoding) practice.
- [(L413) Astounding things we can do together! Language comprehension and verbal reasoning workout](https://www.banterspeech.com.au/product/astounding-things-we-can-do-together-language-comprehension-and-verbal-reasoning-workout/) - LOCKDOWN FREEBIE: To support other speech pathologists, speech pathology students, and parents in the same boat during the school holidays, we’ve made this telehealth language resource free for everyone to download during lockdown. This resource includes more than 160 questions requiring verbal reasoning/inferences, and 25 activity ideas - many of which can be done at home or planned during lockdown.
- [(L149) Plurals: Practising Irregular Plural Nouns -es](https://www.banterspeech.com.au/product/plurals-practising-irregular-plural-nouns-es/) - This 28-page pack is designed to give people lots of focused practice distinguishing singular and plural forms of nouns ending in , , , or by adding (/əz/) to the plural form. For example, we say two “buses”, “sneezes”, “beaches”, “bridges”, and “foxes”. These are irregular plurals because they deviate from standard practice of simply adding a -s to the end of a noun, as with many nouns in English that end with different consonants (e.g. “labs”, “legs”, "snails”, etc.). To help promote transfer to everyday activities, we’ve included a short “eye spy” activity, which you can tailor to encourage more practice in plural nouns ending in (/əz/). Finally, the nouns are included on cards at the end of the pack, which you can laminate and/or cut up for sorting games.
- [(R410) Extended Code: Why I enjoy spoiling my boys: An 'oy' and 'oi' Sentence Story Workout](https://www.banterspeech.com.au/product/extended-code-why-i-enjoy-spoiling-my-boys-an-oy-and-oi-sentence-story-workout/) - In this reading exercise, students read many words containing and (e.g. “boy”” and “coin”). For efficiency and engagement, we find it best to work on extended code targets like and while also working on reading fluency (accuracy, speed and expression) with sentences and short passages. This reading workout is about a father who enjoys spoiling his sons: two boys, named Roy and Troy. This no-prep exercise can be used for: decoding practice; or word or sentence level written dictation (encoding) practice.
- [(R411) Extended Code: Where can Claire share her flair? An 'air' 'are' and 'ere' Sentence Story Workout](https://www.banterspeech.com.au/product/extended-code-where-are-claire-share-her-flair-an-air-are-and-ere-sentence-story-workout/) - In this reading exercise, students read many words containing , and (e.g. "fair", “dare” and "there"). For efficiency and engagement, we find it best to work on extended code targets like , and while also working on reading fluency (accuracy, speed and expression) with sentences and short passages. This reading workout is about Claire, a dairy farmer by day, and an artist by night. She won’t share her art with anyone because she is too shy. Does she need a push? Let’s find out! This no-prep exercise can be used for: decoding practice; or word or sentence level written dictation (encoding) practice.
- [(R412) Extended Code: Years and years of weird careers: An 'eer' and 'ear' Sentence Story Workout](https://www.banterspeech.com.au/product/extended-code-years-and-years-of-weird-careers-an-eer-and-ear-sentence-story-workout/) - In this reading exercise, students read many words containing and (e.g. "cheer", “dear”). For efficiency and engagement, we find it best to work on extended code targets like and while also working on reading fluency (accuracy, speed and expression) with sentences and short passages. This reading workout is about a mysterious stranger struggling to survive in a tough world. He seems friendly. But, there’s something not quite right here. Should we be worried? Let’s find out! This no-prep exercise can be used for: decoding practice; or word or sentence level written dictation (encoding) practice.
- [(L239) We're Going on a Bear Hunt: Oral Language Companion](https://www.banterspeech.com.au/product/were-going-on-a-bear-hunt-oral-language-companion/) - In this 63-page no-prep oral language companion to "We're Going on a Bear Hunt", we have adopted the language used in the book to create a verbal reasoning workout that's fun, and flexible. Featuring 12 oral language activities, we've focused most of the tasks at Blank's 2nd Level of questioning, making it suitable for preschoolers and young school-aged children alike.
- [(L212) His and Her Sentence Builders and Bingo Game](https://www.banterspeech.com.au/product/his-and-her-sentence-builders-and-bingo-game/) - This 59-page resource is designed to help children understand and use "his" and "her" in short sentences. The resource opens with high intensity sentence drills to practice "his" and "her" in sentences. To consolidate the targets, it includes a short bingo game. The resource features pictures and words and is suitable for children and adults of any age.
- [(R608) High Frequency Prefixes for Reading and Writing: "A-"](https://www.banterspeech.com.au/product/high-frequency-prefixes-for-reading-and-writing-a/) - In this 19-page resource, we teach students that the prefix "a-" means “lack of”, “opposite” and “apart, away”. It contains 10 activities designed to teach and consolidate this knowledge. Activities include: teaching the definition and etymology of the prefix, “a-”, for comprehension and spelling; a procedural word learning writing activity; auditory bombardment - listening to “a-” words in sentence context; a highlighting activity: spotting the prefix in sentences; a sentence rewriting exercise requiring students to replace words with a word using the "a-" prefix; a sentence formulation exercise with semantic constraints: making original sentences using words with an “a-” prefix; a divergent naming exercise: creative thinking using words with “a-” prefixes; a general knowledge investigation; a verbal reasoning/persuasive writing exercise: generating pros and cons for arguments including “a-” words; and a story-making exercise with “a-” words. This resource is one of nine modules covering the most frequent prefixes uses in English. Fully scripted, the module is is suitable for one-to-one, small group and whole class instruction; and can be downloaded in PDF and Google Slides format.
- [(R603) High Frequency Prefixes for Reading and Writing: "Dis-"](https://www.banterspeech.com.au/product/high-frequency-prefixes-for-reading-and-writing-dis/) - In this 19-page resource, we teach students that the prefix "dis-" means “lack of”, “opposite” and “apart, away”. It contains 10 activities designed to teach and consolidate this knowledge. Activities include: teaching the definition and etymology of the prefix, “dis-”, for comprehension and spelling; a procedural word learning writing activity; auditory bombardment - listening to “dis-” words in sentence context; a highlighting activity: spotting the prefix in sentences; a sentence rewriting exercise requiring students to replace words with a word using the "dis-" prefix; a sentence formulation exercise with semantic constraints: making original sentences using words with a “dis-” prefix; a divergent naming exercise: creative thinking using words with “dis-” prefixes; a general knowledge investigation; a verbal reasoning/persuasive writing exercise: generating pros and cons for arguments including “dis-” words; and a story-making exercise with “dis-” words. This resource is one of nine modules covering the most frequent prefixes uses in English. Fully scripted, the module is is suitable for one-to-one, small group and whole class instruction; and can be downloaded in PDF and Google Slides format.
- [(R604) High Frequency Prefixes for Reading and Writing: "De-"](https://www.banterspeech.com.au/product/high-frequency-prefixes-for-reading-and-writing-de/) - In this 19-page resource, we teach students that the prefix "de-" means “down” or "down from". It contains 10 activities designed to teach and consolidate this knowledge. Activities include: teaching the definition and etymology of the prefix, “de-”, for comprehension and spelling; a procedural word learning writing activity; auditory bombardment - listening to “de-” words in sentence context; a highlighting activity: spotting the prefix in sentences; a sentence rewriting exercise requiring students to replace words with a word using the "de-" prefix; a sentence formulation exercise with semantic constraints: making original sentences using words with a “de-” prefix; a divergent naming exercise: creative thinking using words with “de-” prefixes; a general knowledge investigation; a verbal reasoning/persuasive writing exercise: generating pros and cons for arguments including “de-” words; and a story-making exercise with “de-” words. This resource is one of nine modules covering the most frequent prefixes uses in English. Fully scripted, the module is is suitable for one-to-one, small group and whole class instruction; and can be downloaded in PDF and Google Slides format.
- [(R609) High Frequency Prefixes for Reading and Writing: "Fore-"](https://www.banterspeech.com.au/product/high-frequency-prefixes-for-reading-and-writing-fore/) - In this 19-page resource, we teach students that the prefix "fore-" means “before” in time, rank, position. It contains 10 activities designed to teach and consolidate this knowledge. Activities include: teaching the definition and etymology of the prefix, “fore-”, for comprehension and spelling; a procedural word learning writing activity; auditory bombardment - listening to “fore-” words in sentence context; a highlighting activity: spotting the prefix in sentences; a sentence rewriting exercise requiring students to replace words with a word using the "fore-" prefix; a sentence formulation exercise with semantic constraints: making original sentences using words with a “fore-” prefix; a divergent naming exercise: creative thinking using words with “fore-” prefixes; a general knowledge investigation; a verbal reasoning/persuasive writing exercise: generating pros and cons for arguments including “fore-” words; and a story-making exercise with “fore-” words. This resource is one of nine modules covering the most frequent prefixes uses in English. Fully scripted, the module is is suitable for one-to-one, small group and whole class instruction; and can be downloaded in PDF and Google Slides format.
- [(R607) High Frequency Prefixes for Reading and Writing: "In-"](https://www.banterspeech.com.au/product/high-frequency-prefixes-for-reading-and-writing-in/) - In this 19-page resource, we teach students that the prefix "in-" means (1): “not”, “opposite of”, or “without”; or (2) “into”, “in”, “on” or “upon”. It contains 10 activities designed to teach and consolidate this knowledge. Activities include: teaching the definition and etymology of the prefix, “in-”, for comprehension and spelling; a procedural word learning writing activity; auditory bombardment - listening to “in-” words in sentence context; a highlighting activity: spotting the prefix in sentences; a sentence rewriting exercise requiring students to replace words with a word using the "in-" prefix; a sentence formulation exercise with semantic constraints: making original sentences using words with an “in-” prefix; a divergent naming exercise: creative thinking using words with “in-” prefixes; a general knowledge investigation; a verbal reasoning/persuasive writing exercise: generating pros and cons for arguments including “in-” words; and a story-making exercise with “in-” words. This resource is one of nine modules covering the most frequent prefixes uses in English. Fully scripted, the module is is suitable for one-to-one, small group and whole class instruction; and can be downloaded in PDF and Google Slides format.
- [(R606) High Frequency Prefixes for Reading and Writing: "Mis-"](https://www.banterspeech.com.au/product/high-frequency-prefixes-for-reading-and-writing-mis/) - In this 19-page resource, we teach students that the prefix "mis-" means "bad" or "wrong". It contains 10 activities designed to teach and consolidate this knowledge. Activities include: teaching the definition and etymology of the prefix, “mis-”, for comprehension and spelling; a procedural word learning writing activity; auditory bombardment - listening to “mis-” words in sentence context; a highlighting activity: spotting the prefix in sentences; a sentence rewriting exercise requiring students to replace words with a word using the "mis-" prefix; a sentence formulation exercise with semantic constraints: making original sentences using words with an “mis-” prefix; a divergent naming exercise: creative thinking using words with “mis-” prefixes; a general knowledge investigation; a verbal reasoning/persuasive writing exercise: generating pros and cons for arguments including “mis-” words; and a story-making exercise with “mis-” words. This resource is one of nine modules covering the most frequent prefixes uses in English. Fully scripted, the module is is suitable for one-to-one, small group and whole class instruction; and can be downloaded in PDF and Google Slides format.
- [(R605) High Frequency Prefixes for Reading and Writing: "Pre-"](https://www.banterspeech.com.au/product/high-frequency-prefixes-for-reading-and-writing-pre/) - In this 19-page resource, we teach students that the prefix "pre-" means "before" or "in front of". It contains 10 activities designed to teach and consolidate this knowledge. Activities include: teaching the definition and etymology of the prefix, “pre-”, for comprehension and spelling; a procedural word learning writing activity; auditory bombardment - listening to “pre-” words in sentence context; a highlighting activity: spotting the prefix in sentences; a sentence rewriting exercise requiring students to replace words with a word using the "pre-" prefix; a sentence formulation exercise with semantic constraints: making original sentences using words with an “pre-” prefix; a divergent naming exercise: creative thinking using words with “pre-” prefixes; a general knowledge investigation; a verbal reasoning/persuasive writing exercise: generating pros and cons for arguments including “pre-” words; and a story-making exercise with “pre-” words. This resource is one of nine modules covering the most frequent prefixes uses in English. Fully scripted, the module is is suitable for one-to-one, small group and whole class instruction; and can be downloaded in PDF and Google Slides format.
- [(R602) High Frequency Prefixes for Reading and Writing: "Re-"](https://www.banterspeech.com.au/product/high-frequency-prefixes-for-reading-and-writing-re/) - In this 19-page resource, we teach students that the prefix "re-" means "back", "again" or "undoing". It contains 10 activities designed to teach and consolidate this knowledge. Activities include: teaching the definition and etymology of the prefix, “re-”, for comprehension and spelling; a procedural word learning writing activity; auditory bombardment - listening to “re-” words in sentence context; a highlighting activity: spotting the prefix in sentences; a sentence rewriting exercise requiring students to replace words with a word using the "re-" prefix; a sentence formulation exercise with semantic constraints: making original sentences using words with an “re-” prefix; a divergent naming exercise: creative thinking using words with “re-” prefixes; a general knowledge investigation; a verbal reasoning/persuasive writing exercise: generating pros and cons for arguments including “re-” words; and a story-making exercise with “re-” words. This resource is one of nine modules covering the most frequent prefixes uses in English. Fully scripted, the module is is suitable for one-to-one, small group and whole class instruction; and can be downloaded in PDF and Google Slides format.
- [(L107) Who, Jobs and Occupations](https://www.banterspeech.com.au/product/who-jobs-and-occupations/) - Whether you're working on: occupations; "who" questions; pronouns; emotions; or complex sentence structures, this resource includes hundreds of photos of real people from a wide range of backgrounds, doing real jobs in today's world.
- [(L529) Social Use of Language Picture Discussion Pack (for Tweens and Teens)](https://www.banterspeech.com.au/product/social-use-of-language-picture-discussion-pack-for-tweens-and-teens/) - This simple 17-page no-prep resource is designed to help tween and teen students learn more about some basic social uses of language, and to practice expressing themselves socially in several different ways in familiar contexts, including: making polite requests; expressing different emotions, including with tones of voice; recounting memorable events (e.g. celebrations); explaining basic procedures; and solving common social problems. This resource is not intended to prescribe “correct” or “expected” behaviours, but instead to give students the opportunity to learn about different social uses of language from adults and peers and to express their thoughts and feelings using words. Suitable for face-to-face and distance learning.
- [(L120) Subject-Verb-Object (SVO) Sentence Builders Volume 2](https://www.banterspeech.com.au/product/subject-verb-object-svo-sentence-builders-volume-2/) - This is the second volume of our Subject-Verb-Object (SVO) sentence builders, e.g. “The boy is eating a pie.”. In this 18-page resource we cover additional SVO sentences, and give students the opportunity to practice constructing their own SVO sentences. This pack can be used for drill-play activities, with reinforcement given for correct productions. Alternatively, laminate and cut up the cards for sentence construction sorting games.
- [(L137) Verbs: Irregular Past Tense Verb Workout 6: when verbs ending in /t/ do NOT take /əd/](https://www.banterspeech.com.au/product/verbs-irregular-past-tense-verb-workout-6-when-verbs-ending-in-t-do-not-take-əd/) - Most people learn the past tense form of regular verbs and the pronunciation rules without needing to be taught about them. However, people learning English as an additional language and/or people with developmental language disorders sometimes don't pick up these patterns automatically. In simple terms: "ed" is pronounced as /t/ when the sound before it is made without using your voice, e.g. if the base verb ends in an unvoiced sound like /p, s/ or /k/; "ed" is pronounced as /d/ when the sound before it is made with your voice "on", e.g. if the base verb ends in an voiced sound like /b, z/ or /g/; and "ed" is pronounced as "ed" (unstressed /əd/) when the sound before it is /d/ or /t/ e.g. "dented", "needed", "shouted," and "wanted". As is almost always the case with English, there are some exceptions! Sometimes words ended in /t/ and /d/ do NOT take /əd/ in past tense form. This 27-page no-preparation Pack 6 is designed to provide people with structured practice of some of the most high frequency exceptions to the /t/ and /d/ rule: shut, hit, held, put, bid, wet, bet, burst, cut, let, hurt.
- [(L130) Sentence Builders: 'can' and 'will' modal sentences](https://www.banterspeech.com.au/product/sentence-builders-can-and-will-modal-sentences/) - Between 30-36 months of age, typically developing children start to use early modal verbs (e.g. can, will) with infinitives in their sentences. Modal verbs are used to show if an action is certain to occur or possibly occur. Modal verbs are also used to talk about people's ability to do certain actions and skills. John can cook. John will cook. The girl can dance. The girl will dance. When using this 28-page pack, the adult models the 'can' sentence ("Dad can dance.") and asks the child to repeat the sentence. Then the adult asks the child "What will [Dad] do?" The child responds with "Dad will dance.". The adult recasts any incorrect responses and then repeats the sentence ("Yes, Dad will dance.").
- [(R805) Reading Comprehension Practice - Volume 5: Scientists](https://www.banterspeech.com.au/product/reading-comprehension-practice-volume-5-scientists/) - In this 17-page resource, we have prepared 10 short reading passages, each with 10 questions probing comprehension at different levels of abstraction, to help teachers and others working with students to model comprehension strategies. The theme of this volume is Scientists including reading passages about Sir Isaac Newton, Archimedes, Alexander Fleming, Madame Curie, Leonardo da Vinci, and Galileo.
- [(R204) Word Decoding Exercises: CVC Speed Reads](https://www.banterspeech.com.au/product/word-decoding-exercises-cvc-speed-reads/) - Seven, sequenced and animated word recognition exercises focusing on fast and accurate decoding. Practice decoding consonant-vowel-consonant (CVC) words by decoding basic code graphemes into phonemes (speech sounds), and then blending the phonemes together to read the words. Formatted in PDF (for print) and for Google Slides (for smart boards, iPads, and other devices, and to access the animations). Watch the video to see how to access the animations.
- [(R212) Word Decoding Exercises: CCVC and CVCC Speed Reads](https://www.banterspeech.com.au/product/word-decoding-exercises-ccvc-and-cvcc-speed-reads/) - Ten, sequenced and animated word recognition exercises focusing on fast and accurate decoding. Practice decoding consonant-consonant-vowel-consonant (CCVC) and consonant-vowel-consonant-consonant (CVCC) words by decoding basic code graphemes into phonemes (speech sounds), and then blending the phonemes together to read the words. Formatted in PDF (for print) and for Google Slides (for smart boards, iPads, and other devices, and to access the animations).
- [(R218) Digraph sentences featuring sh, ck, th, wh, ng, ch, and qu words (Volume 2)](https://www.banterspeech.com.au/product/digraph-sentences-featuring-sh-ck-th-wh-ng-ch-and-qu-words-volume-2/) - Once students have learned: the basic code; how to decode CVC words (like “mat”); how to tell from ; how to decode CCVC words (like “stem”), CVCC words (like “mast”) and CCVCC words (like “spilt”), it’s time to work on high frequency split digraphs like , , , , , and . This resource contains 49 silly sentences loaded with , , , , , and digraphs.
- [(R213) CVC and CCVC Words: Voiceless stops (/p, t, k/) vs voiced stops (/b, d, g/)](https://www.banterspeech.com.au/product/cvc-and-ccvc-words-voiceless-stops-p-t-k-vs-voiced-stops-b-d-g/) - 22 word-recognition exercises focusing on distinguishing voiced and unvoiced stop consonants - , , , , and - in CVC and CCVC words and short decodable sentences. Practice decoding consonant-vowel-consonant and consonant-consonant-vowel-consonant words by decoding basic code graphemes into phonemes (speech sounds), and then blending the phonemes together to read the words. Formatted in PDF (for print) and for Google Slides (for smart boards, iPads, and other devices).
- [(L102) Verbs in Action: GIF-based video models of simple, compound and complex sentences](https://www.banterspeech.com.au/product/verbs-in-action-gif-based-video-models-of-simple-compound-and-complex-sentences/) - Verbs are all about actions. A great way to teach high frequency verbs in sentences is with pictures that move: GIFs! The 12 verbs featured are: run, walk, read, fall, stop, sit, draw, knock, throw, help, play, and kick. In this resource, we include GIFs of children demonstrating high frequency verbs in action. To play the GIFs, copy the slides onto your Google Drive. For each video-model, we scaffold four examples of different kinds of sentences you can use to model language with each GIF, e.g.: Subject Verb (SV) Sentences: “The boy is walking.” Subject Verb Adverbial (SVA) Sentences: “The boy is walking outside.” Compound Sentences: “The boy is walking and thinking.” Complex Sentences: “The boy is walking because his bike is broken.”
- [(L402) Blanks 3 and 4 Questions Workout: MORE Brilliant Places To Go!](https://www.banterspeech.com.au/product/blanks-3-and-4-questions-workout-more-brilliant-places-to-go/) - The world is full of interesting places to go, if you know where to look. In this resource, we showcase 20 more of our favourite places on Earth; and use them to stimulate language comprehension and world knowledge. Not all kids start school with an ability to complete Level 3 and 4 tasks. In this resource, we target Blank's Levels 3 and 4 language comprehension tasks. This 30-page resource can be used for face-to-face sessions or for distance learning/telehealth sessions. Available as a PDF or Google Slides.
- [(L110) Verbs in Action 2: GIF-based video models of simple, compound and complex sentences](https://www.banterspeech.com.au/product/verbs-in-action-2-gif-based-video-models-of-simple-compound-and-complex-sentences/) - 10 more GIF-based video models of simple, compound and complex sentences featuring high frequency verbs in context and the Banter Boys. The verbs featured in Volume 2 are: put, jump, call, swing, close, bounce, go, count, get, and fight. Verbs are all about actions. A great way to teach high frequency verbs in sentences is with pictures that move: GIFs! In this resource, we include GIFs of children demonstrating high frequency verbs in action. To play the GIFs, copy the slides onto your Google Drive. For each video-model, we scaffold four examples of different kinds of sentences you can use to model language with each GIF, e.g.: Subject Verb (SV) Sentences: “The boy is jumping.” Subject Verb Adverbial (SVA) Sentences: “The boy is jumping up and down.” Simple Infinitive: “The boy is jumping to stay fit.” Complex Sentences: “The boy is jumping because he is happy.”
- [(F514): Roger at the Ranch: A Palatal-Palatal Story](https://www.banterspeech.com.au/product/f514-roger-at-the-ranch-a-palatal-palatal-story/) - In this 16-page resource, we include an articulation story designed to train specific palatal-palatal speech sound movements. It is not a tongue twister in the traditional sense. Instead, the story is loaded with words and phrases designed to target a particular pattern of speech movement: namely palatal-palatal movements with exercises loaded with multiple /r/, “sh", “ch" and “j" sounds.
- [(F515) Roger and the Magic Ring: A Palatal-Velar Story](https://www.banterspeech.com.au/product/f515-roger-and-the-magic-ring-a-palatal-velar-story/) - In this 18-page resource, we target tongue movements, specifically palatal movements with exercises loaded with multiple /r/, “sh”, “ch” and “j” sounds to sounds made by the back of the tongue near the soft palate (velum) (e.g. /k, g/ and “ng”). This articulation story is designed to train specific speech sound movements. It is a not tongue twister in the traditional sense. Instead, this story is loaded with words and phrases designed to target a particular pattern of speech movement.
- [(F516): Roger Saves the Day? A Palatal Mixed Movement Story](https://www.banterspeech.com.au/product/f516-roger-saves-the-day-a-palatal-mixed-movement-story/) - In this 23-page resource, we include an articulation story designed to train specific palatal-palatal speech sound movements. It is not a tongue twister in the traditional sense. Instead, the story is loaded with words and phrases designed to target a particular pattern of speech movement: namely palatal-palatal movements with exercises loaded with multiple /r/, “sh", “ch" and “j" sounds.
- [(D402) Prevocalic Voicing Pack](https://www.banterspeech.com.au/product/d402-prevocalic-voicing-pack/) - The “Contrastive Approach” is another common way to treat children with phonological speech disorders. The Minimal Pairs Approach is suitable for children with mild or moderate speech sound disorders, with one or two phonological processes that are no longer age-appropriate. This 16-page resource features high frequency, functional words, with orthography and pictures.
- [(D401) Postvocalic Devoicing Pack](https://www.banterspeech.com.au/product/d401-postvocalic-devoicing-pack/) - The “Contrastive Approach” is another common way to treat children with phonological speech disorders. The Minimal Pairs Approach is suitable for children with mild or moderate speech sound disorders, with one or two phonological processes that are no longer age-appropriate. This 17-page resource features high frequency, functional words, with orthography and pictures.
- [(D403) Final Consonant Deletion Pack](https://www.banterspeech.com.au/product/d403-final-consonant-deletion-pack/) - The “Contrastive Approach” is another common way to treat children with phonological speech disorders. The Minimal Pairs Approach is suitable for children with mild or moderate speech sound disorders, with one or two phonological processes that are no longer age-appropriate. This 13-page Final Consonant Deletion resource features high frequency, functional words, with orthography and pictures.
- [(D404) Fronting Pack](https://www.banterspeech.com.au/product/d404-fronting-pack/) - The “Contrastive Approach” is another common way to treat children with phonological speech disorders. The Minimal Pairs Approach is suitable for children with mild or moderate speech sound disorders, with one or two phonological processes that are no longer age-appropriate. This 13-page Fronting resource features high frequency, functional words, with orthography and pictures.
- [(D405) Stopping Pack](https://www.banterspeech.com.au/product/d405-stopping-pack/) - The “Contrastive Approach” is another common way to treat children with phonological speech disorders. The Minimal Pairs Approach is suitable for children with mild or moderate speech sound disorders, with one or two phonological processes that are no longer age-appropriate. This 13-page Stopping resource features high frequency, functional words, with orthography and pictures.
- [(D407) Cluster Reduction Pack](https://www.banterspeech.com.au/product/d407-cluster-reduction-pack/) - The “Contrastive Approach” is another common way to treat children with phonological speech disorders. The Minimal Pairs Approach is suitable for children with mild or moderate speech sound disorders, with one or two phonological processes that are no longer age-appropriate. This 69-page Cluster Reduction resource features high frequency, functional words, with orthography and pictures.
- [(D408) Deaffrication Pack](https://www.banterspeech.com.au/product/d408-deaffrication-pack/) - The “Contrastive Approach” is another common way to treat children with phonological speech disorders. The Minimal Pairs Approach is suitable for children with mild or moderate speech sound disorders, with one or two phonological processes that are no longer age-appropriate. This 13-page Deaffrication resource features high frequency, functional words, with orthography and pictures.
- [(D409) Gliding Pack](https://www.banterspeech.com.au/product/d409-gliding-pack/) - The “Contrastive Approach” is another common way to treat children with phonological speech disorders. The Minimal Pairs Approach is suitable for children with mild or moderate speech sound disorders, with one or two phonological processes that are no longer age-appropriate. This 13-page Gliding resource features high frequency, functional words, with orthography and pictures.
- [(D410) Initial Consonant Deletion Pack](https://www.banterspeech.com.au/product/d410-initial-consonant-deletion-pack/) - The “Contrastive Approach” is another common way to treat children with phonological speech disorders. The Minimal Pairs Approach is suitable for children with mild or moderate speech sound disorders, with one or two phonological processes that are no longer age-appropriate. This 12-page Initial Consonant Deletion resource features high frequency, functional words, with orthography and pictures.
- [(C302) Complexity Approach: True Clusters with a Sonority Difference of 2 (/sm/ and /sn/)](https://www.banterspeech.com.au/product/c302-complexity-approach-true-clusters-with-a-sonority-difference-of-2-sm-and-sn/) - Included in this 18-page (+ 2 audio files) true clusters with a sonority difference of two pack are the following audio files (.mp3) and PDFs: Part A: True clusters with a sonority difference of 2: sm- words (PDF and audio file) Minimal Pairs Non-word Syllable Bootcamps (x3) Part B: True clusters with a sonority difference of 2: sn- words (PDFs and audio file) Minimal Pairs Non-word Syllable Bootcamps (x2)
- [(C303) Complexity Approach: True Clusters with a Sonority Difference of 3 (/fl, sl, fr, shr and thr/)](https://www.banterspeech.com.au/product/c303-complexity-approach-true-clusters-with-a-sonority-difference-of-3-fl-sl-fr-shr-and-thr/) - Included in this 27-page (+ 5 audio files) true clusters with a sonority difference of three pack are the following audio files (.mp3) and PDFs: Part A: True clusters with a sonority difference of 3: fl- words (PDF and audio file) Minimal Pairs Non-word Syllable Bootcamp Part B: True clusters with a sonority difference of 3: sl- words (PDF and audio file) Minimal Pairs Non-word Syllable Bootcamp Part C: True clusters with a sonority difference of 3: fr- words (PDF and audio file) Minimal Pairs Non-word Syllable Bootcamp Part D: True clusters with a sonority difference of 3: shr- words (PDF and audio file) Minimal Pairs Non-word Syllable Bootcamp Part E: True clusters with a sonority difference of 3: thr- words (PDF and audio file) Minimal Pairs Non-word Syllable Bootcamp
- [(C304) Complexity Approach: True Clusters with a Sonority Difference of 4 (/sw, bl, gl, br, dr, gr/)](https://www.banterspeech.com.au/product/c304-complexity-approach-true-clusters-with-a-sonority-difference-of-4-sw-bl-gl-br-dr-gr/) - Included in this 48-page (+16 audio files) true clusters with a sonority difference of four pack are the following audio files (.mp3) and PDFs: Part A: True clusters with a sonority difference of 4: sw- words (PDF and 2 audio file) Minimal Pairs Non-word Syllable Bootcamp Part B: True clusters with a sonority difference of 4: bl- words (PDF and 2 audio files) Minimal Pairs Non-word Syllable Bootcamp Part C: True clusters with a sonority difference of 4: gl- words (PDF and audio file) Minimal Pairs Non-word Syllable Bootcamp Part D: True clusters with a sonority difference of 4: br- words (PDF and 4 audio files) Minimal Pairs Non-word Syllable Bootcamp Part E: True clusters with a sonority difference of 4: dr- words (PDF and 3 audio files) Minimal Pairs Non-word Syllable Bootcamp Part F: True clusters with a sonority difference of 4: gr- words (PDF and 4 audio files) Minimal Pairs Non-word Syllable Bootcamp
- [(C305) Complexity Approach: True Clusters with a Sonority Difference of 5 (/kl, pl, kr, pr, tr/)](https://www.banterspeech.com.au/product/c304-complexity-approach-true-clusters-with-a-sonority-difference-of-5-kl-pl-kr-pr-tr/) - Included in this 31-page (+7 audio files) true clusters with a sonority difference of five pack are the following audio files (.mp3) and PDFs: Part A: True clusters with a sonority difference of 5: kl- words (PDF and audio file) Minimal Pairs Non-word Syllable Bootcamp Part B: True clusters with a sonority difference of 5: pl- words (PDF and audio file) Minimal Pairs Non-word Syllable Bootcamp Part C: True clusters with a sonority difference of 5: kr- words (PDF and 2 audio files) Minimal Pairs Non-word Syllable Bootcamp Part D: True clusters with a sonority difference of 5: pr- words (PDF and 2 audio files) Minimal Pairs Non-word Syllable Bootcamp Part E: True clusters with a sonority difference of 5: tr- words (PDF and audio file) Minimal Pairs Non-word Syllable Bootcamp
- [(C306) Complexity Approach: True Clusters with a Sonority Difference of 6 (/kw and tw/)](https://www.banterspeech.com.au/product/c306-complexity-approach-true-clusters-with-a-sonority-difference-of-6-kw-and-tw/) - Included in this 16-page (+2 audio files) true clusters with a sonority difference of six pack are the following audio files (.mp3) and PDFs: Part A: True clusters with a sonority difference of 6: kw- words (PDF and audio file) Minimal Pairs Non-word Syllable Bootcamp Part B: True clusters with a sonority difference of 6: tw- words (PDF and audio file) Minimal Pairs Non-word Syllable Bootcamp
- [(B202) Cycles Approach: Final Consonant Deletion Pack](https://www.banterspeech.com.au/product/b202-cycles-approach-final-consonant-deletion-pack/) - In this no-prep 20-page (+ 12 audio files) Final Consonant Deletion (/f, k, m, n, p, t/) pack, we include the following resources that you can use for a Cycles session: lists of target words using high frequency, simple vocabulary; engaging flashcards illustrating each target word; and audio recordings (Australian-accented female or male voice) of the target words and use of the target words in sentences, in easy-to-use mp3 format, which can be played on your phone, iPad, or computer, and emailed to clients after the session. Suitable for face-to-face or telehealth sessions.
- [(B203) Cycles Approach: Initial Consonant Deletion Pack](https://www.banterspeech.com.au/product/b203-cycles-approach-initial-consonant-deletion-pack/) - In this no-prep 28-page (+ 20 audio files) Initial Consonant Deletion (/b, d, f, g, h, l, m, n, p, t/) pack, we include the following resources that you can use for a Cycles session: lists of target words using high frequency, simple vocabulary; engaging flashcards illustrating each target word; and audio recordings (Australian-accented female or male voice) of the target words and use of the target words in sentences, in easy-to-use mp3 format, which can be played on your phone, iPad, or computer, and emailed to clients after the session. We use these resources in our clinic everyday and hope you find it useful. Suitable for face-to-face or telehealth sessions.
- [(B204) Cycles Approach: Glides Pack](https://www.banterspeech.com.au/product/b204-cycles-approach-glides-pack/) - In this no-prep 12-page (+ 4 audio files) Glides ('y' and /w/) pack, we include the following resources that you can use for a Cycles session: lists of target words using high frequency, simple vocabulary; engaging flashcards illustrating each target word; and audio recordings (Australian-accented female or male voice) of the target words and use of the target words in sentences, in easy-to-use mp3 format, which can be played on your phone, iPad, or computer, and emailed to clients after the session. We use these resources in our clinic everyday and hope you find it useful. Suitable for face-to-face or telehealth sessions.
- [(B205) Cycles Approach: /f/ initial and final Pack](https://www.banterspeech.com.au/product/b205-cycles-approach-f-initial-and-final-pack/) - In this no-prep 12-page (+ 4 audio files) /f/ initial and final pack, we include the following resources that you can use for a Cycles session: lists of target words using high frequency, simple vocabulary; engaging flashcards illustrating each target word; and audio recordings (Australian-accented female or male voice) of the target words and use of the target words in sentences, in easy-to-use mp3 format, which can be played on your phone, iPad, or computer, and emailed to clients after the session. We use these resources in our clinic everyday and hope you find it useful. Suitable for face-to-face or telehealth sessions.
- [(B206) Cycles Approach: Velars Pack (/k/ initial and final, /g/ initial)](https://www.banterspeech.com.au/product/b206-cycles-approach-velars-pack-k-initial-and-final-g-initial/) - In this no-prep 14-page (+ 6 audio files) Velars pack (/k/ initial and final, /g/ initial), we include the following resources that you can use for a Cycles session: lists of target words using high frequency, simple vocabulary; engaging flashcards illustrating each target word; and audio recordings (Australian-accented female or male voice) of the target words and use of the target words in sentences, in easy-to-use mp3 format, which can be played on your phone, iPad, or computer, and emailed to clients after the session. We use these resources in our clinic everyday and hope you find it useful. Suitable for face-to-face or telehealth sessions.
- [(B208) Cycles Approach: /l/ initial Pack](https://www.banterspeech.com.au/product/b208-cycles-approach-l-initial-pack/) - In this no-prep 10-page (+ 2 audio files) /l/ initial pack, we include the following resources that you can use for a Cycles session: lists of target words using high frequency, simple vocabulary; engaging flashcards illustrating each target word; and audio recordings (Australian-accented female or male voice) of the target words and use of the target words in sentences, in easy-to-use mp3 format, which can be played on your phone, iPad, or computer, and emailed to clients after the session. We use these resources in our clinic everyday and hope you find it useful. Suitable for face-to-face or telehealth sessions.
- [(B209) Cycles Approach: /r/ initial Pack](https://www.banterspeech.com.au/product/b209-cycles-approach-r-initial-pack/) - In this no-prep 10-page (+ 2 audio files) /r/ initial pack, we include the following resources that you can use for a Cycles session: lists of target words using high frequency, simple vocabulary; engaging flashcards illustrating each target word; and audio recordings (Australian-accented female or male voice) of the target words and use of the target words in sentences, in easy-to-use mp3 format, which can be played on your phone, iPad, or computer, and emailed to clients after the session. We use these resources in our clinic everyday and hope you find it useful. Suitable for face-to-face or telehealth sessions.
- [(A101) Speech Sound Pack (Initial, Medial and Final) - /p/](https://www.banterspeech.com.au/product/a101-speech-sound-pack-initial-medial-and-final-p/) - This /p/ (initial, medial and final) speech sound pack features: a video-model of the sound in isolation with phonetic cues; high frequency, functional words, with orthography and pictures; audio models of the sound used in words in initial, medial, and final positions; and audio models and written scripts of sentences featuring each of the words. The pack includes a 12-page PDF, 6 audio files (mp3) and a video (mp4), which you can use in your sessions, and share with your clients/students for homework practice. You can also copy the pack and open it in Google Slides to look at the slides, and play the video and audio files on screen, for easy telehealth and distance learning sessions. Audio and video models feature female Australian-accented Banter Speech & Language speech pathologists.
- [(A102) Speech Sound Pack (Initial, Medial and Final) - /b/](https://www.banterspeech.com.au/product/a102-speech-sound-pack-initial-medial-and-final-b/) - This /b/ (initial, medial and final) speech sound pack features: a video-model of the sound in isolation with phonetic cues; high frequency, functional words, with orthography and pictures; audio models of the sound used in words in initial, medial, and final positions; and audio models and written scripts of sentences featuring each of the words. The pack includes a 12-page PDF, 6 audio files (mp3) and a video (mp4), which you can use in your sessions, and share with your clients/students for homework practice. You can also copy the pack and open it in Google Slides to look at the slides, and play the video and audio files on screen, for easy telehealth and distance learning sessions. Audio and video models feature female Australian-accented Banter Speech & Language speech pathologists.
- [(A103) Speech Sound Pack (Initial, Medial and Final) - /m/](https://www.banterspeech.com.au/product/a103-speech-sound-pack-initial-medial-and-final-m/) - This /m/ (initial, medial and final) speech sound pack features: a video-model of the sound in isolation with phonetic cues; high frequency, functional words, with orthography and pictures; audio models of the sound used in words in initial, medial, and final positions; and audio models and written scripts of sentences featuring each of the words. The pack includes a 12-page PDF, 6 audio files (mp3) and a video (mp4), which you can use in your sessions, and share with your clients/students for homework practice. You can also copy the pack and open it in Google Slides to look at the slides, and play the video and audio files on screen, for easy telehealth and distance learning sessions. Audio and video models feature female Australian-accented Banter Speech & Language speech pathologists.
- [(A104) Speech Sound Pack (Initial, Medial and Final) - /d/](https://www.banterspeech.com.au/product/a104-speech-sound-pack-initial-medial-and-final-d/) - This /d/ (initial, medial and final) speech sound pack features: a video-model of the sound in isolation with phonetic cues; high frequency, functional words, with orthography and pictures; audio models of the sound used in words in initial, medial, and final positions; and audio models and written scripts of sentences featuring each of the words. The pack includes a 12-page PDF, 6 audio files (mp3) and a video (mp4), which you can use in your sessions, and share with your clients/students for homework practice. You can also copy the pack and open it in Google Slides to look at the slides, and play the video and audio files on screen, for easy telehealth and distance learning sessions. Audio and video models feature female Australian-accented Banter Speech & Language speech pathologists.
- [(A105) Speech Sound Pack (Initial, Medial and Final) - /n/](https://www.banterspeech.com.au/product/a105-speech-sound-pack-initial-medial-and-final-n/) - This /n/ (initial, medial and final) speech sound pack features: a video-model of the sound in isolation with phonetic cues; high frequency, functional words, with orthography and pictures; audio models of the sound used in words in initial, medial, and final positions; and audio models and written scripts of sentences featuring each of the words. The pack includes a 12-page PDF, 6 audio files (mp3) and a video (mp4), which you can use in your sessions, and share with your clients/students for homework practice. You can also copy the pack and open it in Google Slides to look at the slides, and play the video and audio files on screen, for easy telehealth and distance learning sessions. Audio and video models feature female Australian-accented Banter Speech & Language speech pathologists.
- [(A106) Speech Sound Pack (Initial and Medial) - /h/](https://www.banterspeech.com.au/product/a106-speech-sound-pack-initial-and-medial-h/) - This /h/ (initial and medial) speech sound pack features: a video-model of the sound in isolation with phonetic cues; high frequency, functional words, with orthography and pictures; audio models of the sound used in words in initial and medial positions; and audio models and written scripts of sentences featuring each of the words. The pack includes a 10-page PDF, 4 audio files (mp3) and a video (mp4), which you can use in your sessions, and share with your clients/students for homework practice. You can also copy the pack and open it in Google Slides to look at the slides, and play the video and audio files on screen, for easy telehealth and distance learning sessions. Audio and video models feature female Australian-accented Banter Speech & Language speech pathologists.
- [(A107) Speech Sound Pack (Initial, Medial and Final) - /t/](https://www.banterspeech.com.au/product/a107-speech-sound-pack-initial-medial-and-final-t/) - This /t/ (initial, medial and final) speech sound pack features: a video-model of the sound in isolation with phonetic cues; high frequency, functional words, with orthography and pictures; audio models of the sound used in words in initial, medial, and final positions; and audio models and written scripts of sentences featuring each of the words. The pack includes a 12-page PDF, 6 audio files (mp3) and a video (mp4), which you can use in your sessions, and share with your clients/students for homework practice. You can also copy the pack and open it in Google Slides to look at the slides, and play the video and audio files on screen, for easy telehealth and distance learning sessions. Audio and video models feature female Australian-accented Banter Speech & Language speech pathologists.
- [(A108) Speech Sound Pack (Initial, Medial and Final) - /k/](https://www.banterspeech.com.au/product/a108-speech-sound-pack-initial-medial-and-final-k/) - This /k/ (initial, medial and final) speech sound pack features: a video-model of the sound in isolation with phonetic cues; high frequency, functional words, with orthography and pictures; audio models of the sound used in words in initial, medial, and final positions; and audio models and written scripts of sentences featuring each of the words. The pack includes a 12-page PDF, 6 audio files (mp3) and a video (mp4), which you can use in your sessions, and share with your clients/students for homework practice. You can also copy the pack and open it in Google Slides to look at the slides, and play the video and audio files on screen, for easy telehealth and distance learning sessions. Audio and video models feature female Australian-accented Banter Speech & Language speech pathologists.
- [(A109) Speech Sound Pack (Initial, Medial and Final) - /g/](https://www.banterspeech.com.au/product/a109-speech-sound-pack-initial-medial-and-final-g/) - This /g/ (initial, medial and final) speech sound pack features: a video-model of the sound in isolation with phonetic cues; high frequency, functional words, with orthography and pictures; audio models of the sound used in words in initial, medial, and final positions; and audio models and written scripts of sentences featuring each of the words. The pack includes a 12-page PDF, 6 audio files (mp3) and a video (mp4), which you can use in your sessions, and share with your clients/students for homework practice. You can also copy the pack and open it in Google Slides to look at the slides, and play the video and audio files on screen, for easy telehealth and distance learning sessions. Audio and video models feature female Australian-accented Banter Speech & Language speech pathologists.
- [(A110) Speech Sound Pack (Initial and Medial) - /w/](https://www.banterspeech.com.au/product/a110-speech-sound-pack-initial-and-medial-w/) - This /w/ (initial and medial) speech sound pack features: a video-model of the sound in isolation with phonetic cues; high frequency, functional words, with orthography and pictures; audio models of the sound used in words in initial and medial positions; and audio models and written scripts of sentences featuring each of the words. The pack includes a 10-page PDF, 4 audio files (mp3) and a video (mp4), which you can use in your sessions, and share with your clients/students for homework practice. You can also copy the pack and open it in Google Slides to look at the slides, and play the video and audio files on screen, for easy telehealth and distance learning sessions. Audio and video models feature female Australian-accented Banter Speech & Language speech pathologists.
- [(A111) Speech Sound Pack (Medial and Final) - /ŋ/ ("ng")](https://www.banterspeech.com.au/product/a111-speech-sound-pack-medial-and-final-n-ng/) - This /ŋ/ ("ng") (medial and final) speech sound pack features: a video-model of the sound in isolation with phonetic cues; high frequency, functional words, with orthography and pictures; audio models of the sound used in words in medial and final positions; and audio models and written scripts of sentences featuring each of the words. The pack includes a 10-page PDF, 4 audio files (mp3) and a video (mp4), which you can use in your sessions, and share with your clients/students for homework practice. You can also copy the pack and open it in Google Slides to look at the slides, and play the video and audio files on screen, for easy telehealth and distance learning sessions. Audio and video models feature female Australian-accented Banter Speech & Language speech pathologists.
- [(A112) Speech Sound Pack (Initial, Medial and Final) - /f/](https://www.banterspeech.com.au/product/a112-speech-sound-pack-initial-medial-and-final-f/) - This /f/ (initial, medial and final) speech sound pack features: a video-model of the sound in isolation with phonetic cues; high frequency, functional words, with orthography and pictures; audio models of the sound used in words in initial, medial, and final positions; and audio models and written scripts of sentences featuring each of the words. The pack includes a 12-page PDF, 6 audio files (mp3) and a video (mp4), which you can use in your sessions, and share with your clients/students for homework practice. You can also copy the pack and open it in Google Slides to look at the slides, and play the video and audio files on screen, for easy telehealth and distance learning sessions. Audio and video models feature female Australian-accented Banter Speech & Language speech pathologists.
- [(A113) Speech Sound Pack (Initial and Medial) - /j/ ("y")](https://www.banterspeech.com.au/product/a113-speech-sound-pack-initial-and-medial-j-y/) - This /j/ ("y") (initial and medial) speech sound pack features: a video-model of the sound in isolation with phonetic cues; high frequency, functional words, with orthography and pictures; audio models of the sound used in words in initial and medial positions; and audio models and written scripts of sentences featuring each of the words. The pack includes a 10-page PDF, 4 audio files (mp3) and a video (mp4), which you can use in your sessions, and share with your clients/students for homework practice. You can also copy the pack and open it in Google Slides to look at the slides, and play the video and audio files on screen, for easy telehealth and distance learning sessions. Audio and video models feature female Australian-accented Banter Speech & Language speech pathologists.
- [(A114) Speech Sound Pack (Initial, Medial and Final) - /l/](https://www.banterspeech.com.au/product/a114-speech-sound-pack-initial-medial-and-final-l/) - This /l/ (initial, medial and final) speech sound pack features: a video-model of the sound in isolation with phonetic cues; high frequency, functional words, with orthography and pictures; audio models of the sound used in words in initial, medial, and final positions; and audio models and written scripts of sentences featuring each of the words. The pack includes a 12-page PDF, 6 audio files (mp3) and a video (mp4), which you can use in your sessions, and share with your clients/students for homework practice. You can also copy the pack and open it in Google Slides to look at the slides, and play the video and audio files on screen, for easy telehealth and distance learning sessions. Audio and video models feature female Australian-accented Banter Speech & Language speech pathologists.
- [(A115) Speech Sound Pack (Initial, Medial and Final) - /ʤ/ ("j")](https://www.banterspeech.com.au/product/a115-speech-sound-pack-initial-medial-and-final-ʤ-j/) - This /ʤ/ ("j") (initial, medial and final) speech sound pack features: a video-model of the sound in isolation with phonetic cues; high frequency, functional words, with orthography and pictures; audio models of the sound used in words in initial, medial, and final positions; and audio models and written scripts of sentences featuring each of the words. The pack includes a 12-page PDF, 6 audio files (mp3) and a video (mp4), which you can use in your sessions, and share with your clients/students for homework practice. You can also copy the pack and open it in Google Slides to look at the slides, and play the video and audio files on screen, for easy telehealth and distance learning sessions. Audio and video models feature female Australian-accented Banter Speech & Language speech pathologists.
- [(A116) Speech Sound Pack (Initial, Medial and Final) - /ʧ/ ("ch")](https://www.banterspeech.com.au/product/a116-speech-sound-pack-initial-medial-and-final-ʧ-ch/) - This /ʧ/ ("ch") (initial, medial and final) speech sound pack features: a video-model of the sound in isolation with phonetic cues; high frequency, functional words, with orthography and pictures; audio models of the sound used in words in initial, medial, and final positions; and audio models and written scripts of sentences featuring each of the words. The pack includes a 12-page PDF, 6 audio files (mp3) and a video (mp4), which you can use in your sessions, and share with your clients/students for homework practice. You can also copy the pack and open it in Google Slides to look at the slides, and play the video and audio files on screen, for easy telehealth and distance learning sessions. Audio and video models feature female Australian-accented Banter Speech & Language speech pathologists.
- [(A117) Speech Sound Pack (Initial, Medial and Final) - /s/](https://www.banterspeech.com.au/product/a117-speech-sound-pack-initial-medial-and-final-s/) - This /s/ (initial, medial and final) speech sound pack features: a video-model of the sound in isolation with phonetic cues; high frequency, functional words, with orthography and pictures; audio models of the sound used in words in initial, medial, and final positions; and audio models and written scripts of sentences featuring each of the words. The pack includes a 12-page PDF, 6 audio files (mp3) and a video (mp4), which you can use in your sessions, and share with your clients/students for homework practice. You can also copy the pack and open it in Google Slides to look at the slides, and play the video and audio files on screen, for easy telehealth and distance learning sessions. Audio and video models feature female Australian-accented Banter Speech & Language speech pathologists.
- [(A118) Speech Sound Pack (Initial, Medial and Final) - /v/](https://www.banterspeech.com.au/product/a118-speech-sound-pack-initial-medial-and-final-v/) - This /v/ (initial, medial and final) speech sound pack features: a video-model of the sound in isolation with phonetic cues; high frequency, functional words, with orthography and pictures; audio models of the sound used in words in initial, medial, and final positions; and audio models and written scripts of sentences featuring each of the words. The pack includes a 12-page PDF, 6 audio files (mp3) and a video (mp4), which you can use in your sessions, and share with your clients/students for homework practice. You can also copy the pack and open it in Google Slides to look at the slides, and play the video and audio files on screen, for easy telehealth and distance learning sessions. Audio and video models feature female Australian-accented Banter Speech & Language speech pathologists.
- [(A119) Speech Sound Pack (Initial, Medial and Final) - /ʃ/ ("sh")](https://www.banterspeech.com.au/product/a119-speech-sound-pack-initial-medial-and-final-ʃ-sh/) - This /ʃ/ ("sh") (initial, medial and final) speech sound pack features: a video-model of the sound in isolation with phonetic cues; high frequency, functional words, with orthography and pictures; audio models of the sound used in words in initial, medial, and final positions; and audio models and written scripts of sentences featuring each of the words. The pack includes a 12-page PDF, 6 audio files (mp3) and a video (mp4), which you can use in your sessions, and share with your clients/students for homework practice. You can also copy the pack and open it in Google Slides to look at the slides, and play the video and audio files on screen, for easy telehealth and distance learning sessions. Audio and video models feature female Australian-accented Banter Speech & Language speech pathologists.
- [(A120) Speech Sound Pack (Initial, Medial and Final) - /z/](https://www.banterspeech.com.au/product/a120-speech-sound-pack-initial-medial-and-final-z/) - This /z/ (initial, medial and final) speech sound pack features: a video-model of the sound in isolation with phonetic cues; high frequency, functional words, with orthography and pictures; audio models of the sound used in words in initial, medial, and final positions; and audio models and written scripts of sentences featuring each of the words. The pack includes a 12-page PDF, 6 audio files (mp3) and a video (mp4), which you can use in your sessions, and share with your clients/students for homework practice. You can also copy the pack and open it in Google Slides to look at the slides, and play the video and audio files on screen, for easy telehealth and distance learning sessions. Audio and video models feature female Australian-accented Banter Speech & Language speech pathologists.
- [(A121) Speech Sound Pack (Initial and Medial) - /r/](https://www.banterspeech.com.au/product/a121-speech-sound-pack-initial-and-medial-r/) - This /r/ (initial and medial) speech sound pack features: a video-model of the sound in isolation with phonetic cues; high frequency, functional words, with orthography and pictures; audio models of the sound used in words in initial and medial positions; and audio models and written scripts of sentences featuring each of the words. The pack includes a 10-page PDF, 4 audio files (mp3) and a video (mp4), which you can use in your sessions, and share with your clients/students for homework practice. You can also copy the pack and open it in Google Slides to look at the slides, and play the video and audio files on screen, for easy telehealth and distance learning sessions. Audio and video models feature female Australian-accented speech pathologists.
- [(A122) Speech Sound Pack (Medial and Final) - /ʒ/ ("zh")](https://www.banterspeech.com.au/product/a122-speech-sound-pack-medial-and-final-ʒ-zh/) - This /ʒ/ ("zh") (medial and final) speech sound pack features: a video-model of the sound in isolation with phonetic cues; high frequency, functional words, with orthography and pictures; audio models of the sound used in words in medial and final positions; and audio models and written scripts of sentences featuring each of the words. The pack includes a 9-page PDF, 3 audio files (mp3) and a video (mp4), which you can use in your sessions, and share with your clients/students for homework practice. You can also copy the pack and open it in Google Slides to look at the slides, and play the video and audio files on screen, for easy telehealth and distance learning sessions. Audio and video models feature female Australian-accented speech pathologists.
- [(A123) Speech Sound Pack (Initial, Medial and Final) - /ð/ (voiced "th")](https://www.banterspeech.com.au/product/a123-speech-sound-pack-initial-medial-and-final-d-voiced-th/) - This /ð/ (voiced "th") (initial, medial and final) speech sound pack features: a video-model of the sound in isolation with phonetic cues; high frequency, functional words, with orthography and pictures; audio models of the sound used in words in initial, medial, and final positions; and audio models and written scripts of sentences featuring each of the words. The pack includes a 11-page PDF, 5 audio files (mp3) and a video (mp4), which you can use in your sessions, and share with your clients/students for homework practice. You can also copy the pack and open it in Google Slides to look at the slides, and play the video and audio files on screen, for easy telehealth and distance learning sessions. Audio and video models feature female Australian-accented speech pathologists.
- [(A124) Speech Sound Pack (Initial, Medial and Final) - /θ/ (voiceless "th")](https://www.banterspeech.com.au/product/a124-speech-sound-pack-initial-medial-and-final-θ-voiceless-th/) - This /θ/ (voiceless "th") (initial, medial and final) speech sound pack features: a video-model of the sound in isolation with phonetic cues; high frequency, functional words, with orthography and pictures; audio models of the sound used in words in initial, medial, and final positions; and audio models and written scripts of sentences featuring each of the words. The pack includes a 12-page PDF, 6 audio files (mp3) and a video (mp4), which you can use in your sessions, and share with your clients/students for homework practice. You can also copy the pack and open it in Google Slides to look at the slides, and play the video and audio files on screen, for easy telehealth and distance learning sessions. Audio and video models feature female Australian-accented speech pathologists.
- [(L153) Verbs in Action 3: GIF-based video models of simple, compound and complex sentences](https://www.banterspeech.com.au/product/verbs-in-action-3-gif-based-video-models-of-simple-compound-and-complex-sentences/) - 10 more GIF-based video models of simple, compound and complex sentences featuring high frequency verbs in context and the Banter Boys. The verbs featured in Volume 3 are: lift, water, catch, cry, shoot, listen, hop, hang up, wash, and hide. Verbs are all about actions. A great way to teach high frequency verbs in sentences is with pictures that move: GIFs! In this resource, we include GIFs of children demonstrating high frequency verbs in action. To play the GIFs, copy the slides onto your Google Drive. For each video-model, we scaffold four examples of different kinds of sentences you can use to model language with each GIF, e.g.: Subject Verb (SV) Sentences: “The boy is hiding!” Subject Verb Adverbial (SVA) Sentences: “The boy is hiding in the bushes.” Compound: “The boy is hiding but I can still see him!” Complex Sentences: “The boy is hiding because he doesn't want his brother to find him.”
- [(R407) Extended Code: The Last Arcade: An 'ar' and 'a' Sentence Story Workout](https://www.banterspeech.com.au/product/extended-code-the-last-arcade-an-ar-and-a-sentence-story-workout/) - In this reading exercise, students read many words containing (as in 'park') and (as in 'past'). For efficiency and engagement, we find it best to work on extended code targets like and while also working on reading fluency (accuracy, speed and expression) with sentences and short passages. This no-prep 14-page reading workout is about a boy named Carl who lives above his family's arcade store. Carl has lots of adventures with the arcade's customers and the barber next door, and he loves old arcade games. Let’s read about Carl! This no-prep exercise can be used for: decoding practice; or word or sentence level written dictation (encoding) practice.
- [(L154): Verbs in Action 4: GIF-based video models of simple, compound and complex sentences](https://www.banterspeech.com.au/product/verbs-in-action-4-gif-based-video-models-of-simple-compound-and-complex-sentences/) - 10 more GIF-based video models of simple, compound and complex sentences featuring high frequency verbs in context and the Banter Boys. The verbs featured in Volume 4 are: carry, turn, open, fly, stir, stand up, cut, roll, give and tear. Verbs are all about actions. A great way to teach high frequency verbs in sentences is with pictures that move: GIFs! In this resource, we include GIFs of children demonstrating high frequency verbs in action. To play the GIFs, copy the slides onto your Google Drive. For each video-model, we scaffold four examples of different kinds of sentences you can use to model language with each GIF, e.g.: Subject Verb: The boy is turning. Subject Verb Object Adverbial Phrase: The boy is turning the tap handle. Simple infinitive: The boy is turning the tap handle to get water. Complex: Unless the boy turns the tap handle the other way, water will go everywhere!
- [(R811) Reading Comprehension for Middle Schoolers and High Schoolers Volume 1: History (the Big Bang to the Ancient Greeks)](https://www.banterspeech.com.au/product/reading-comprehension-for-middle-schoolers-and-high-schoolers-volume-1-history-the-big-bang-to-the-ancient-greeks/) - To help teachers and others working with middle school and high school students to model comprehension strategies, in this 24-page resource, we have prepared 10 short reading passages, each with 9 questions probing higher level reading comprehension skills at different levels of abstraction. The theme of this volume is World History, including passages about the Earth and the Universe, first life on Earth and the fossil record, agriculture and the domestication of animals, Sumeria, Ancient Egypt, the Library of Alexandria, Ancient Greek city states, and Ancient Greek philosophers Socrates, Plato and Aristotle.
- [(L155): Concepts in action: Hard (as a level 1 texture)](https://www.banterspeech.com.au/product/concepts-in-action-hard-as-a-level-1-texture/) - 10 GIF-based video models of simple, compound and complex sentences featuring early language concepts in context. The videos feature the Banter Boys and friends demonstrating foundational language concepts in a variety of ways. In this no-prep resource we focus on the concept of 'hard'. We also include tips, and hands-on activities for exploring concepts in the ‘real world’ with your child.
- [(L532) Social idioms in action: Don't sound like a broken record](https://www.banterspeech.com.au/product/social-idioms-in-action-dont-sound-like-a-broken-record/) - GIF-based video models of social idioms in context. In this 8-page no-prep resource we focus on the idiom: 'don't sound like a broken record'. We explain what the idiom 'don't sound like a broken record' means, discuss why it isn't optimal to sound like a broken record, remind students about conversation basics and provide suggestions about how to improve conversations. To play the GIFs, copy the slides onto your Google Drive.
- [(L531) Social idioms in action: On the same page](https://www.banterspeech.com.au/product/social-idioms-in-action-on-the-same-page/) - GIF-based video models of social idioms in context. In this 14-page no-prep resource we focus on the idiom: 'On the same page'. In this resource we explain the idiom ‘on the same page’, discuss why it's helpful to be on the same page as someone else, remind students about conversation basics and provide suggestions about how to improve conversations. To play the GIFs, copy the slides onto your Google Drive
- [(R312) Reading Resource: Split Digraph (‘silent e’) Minimal Pair Sentences: e_e words](https://www.banterspeech.com.au/product/reading-resource-split-digraph-silent-e-minimal-pair-sentences-e_e-words/) - Split digraphs - sometimes called the 'bossy e' or 'magic e' or 'first use of the silent e' - are tricky for many kids (and adults) who are learning to read! Even though many reading teachers are taught to focus on the so-called 'silent e', we would all do better by learners to focus on the different vowel speech sounds - the true difference between the words in each pair. In this sentence resource, we extend the contrast approach to help us to teach the split digraph in sentences. Each sentence contains both members of a word pair (or, in some cases, near word pair). For example: Do not ever make Eve cross because she will hold a grudge. To improve reading accuracy and speed, repetition is key. For this reason, this pack contains 32 sentences featuring word pairs, including .
- [(L157) Concepts in action: Soft (as a level 1 texture)](https://www.banterspeech.com.au/product/concepts-in-action-soft-as-a-level-1-texture/) - 10 GIF-based video models of simple, compound and complex sentences featuring early language concepts in context. The videos feature the Banter Boys and friends demonstrating foundational language concepts in a variety of ways. In this no-prep resource we focus on the concept of 'soft'. We also include tips, and hands-on activities for exploring concepts in the ‘real world’ with your child.
- [(L207) Blanks 2: What can you do with a...](https://www.banterspeech.com.au/product/what-can-you-do-with-a-blanks-2/) - In this 22-page no-prep pack, we target a Blank's Level 2 comprehension task. Specifically, we ask students to name the key functions of common items. This work can also help children to classify things and to build their semantic knowledge by helping them classify objects by functions. It's also a nifty verb work out.
- [(L201) Blanks 2: Find the one that is X and Y](https://www.banterspeech.com.au/product/find-the-one-that-is-x-and-y-blanks-2/) - In this 39-page no-prep pack, we target a Blank's Level 2 comprehension task. Specifically, we ask students to identify objects by two given attributes. This work can also help children to follow instructions, and to build their semantic knowledge by helping children distinguish and to identify objects by multiple attributes.
- [(L317) Verbs: Regular Past Tense Verbs 4: when “ed" is pronounced as /t/, /d/ and /əd/](https://www.banterspeech.com.au/product/regular-past-tense-verbs-4-when-ed-is-pronounced-as-t-d-and-əd/) - This 29-page no preparation pack is designed to provide people with structured practice using frequently used regular past tense verbs. In this pack, we mix up examples to practice "ed" pronounced as /d/, /t/ and /əd/. With both picture cues and orthography, this pack can be used with people of all ages.
- [(L215) Following Directions Workout 2](https://www.banterspeech.com.au/product/following-directions-workout-2/) - In this 15-page no-prep pack, we have selected complex sentence structures frequently used in instructions, including sentences containing the subordinating conjunctions "if", "when", "while", "when", "don't/unless", "don't/until", "before" and "after". To help students, we have sorted objects semantically. To practice, we have selected items based on those used in the student's real world (e.g. in the classroom).
- [(L138) Verbs: Irregular Past Tense Verb Sentence Drills A: made, ate, came, took, broke, stood](https://www.banterspeech.com.au/product/verbs-irregular-past-tense-verb-sentence-drills-a-made-ate-came-took-broke-stood/) - In this 28-page no-prep pack, we cover six of the highest frequency verbs in English with irregular past tense forms. We tackle them one at a time, with lots of repetition. Then we mix them together for extra practice. Here's what we cover in this pack: made ate came took broke stood
- [(L139) Verbs: Irregular Past Tense Verb Sentence Drills B: went, spoke, spent, sent left built](https://www.banterspeech.com.au/product/verbs-irregular-past-tense-verb-sentence-drills-b-went-spoke-spent-sent-left-built/) - In this 28-page no-prep drill pack, we cover six of the highest frequency verbs in English with irregular past tense forms. We tackle them one at a time, with lots of repetition. Then we mix them together for extra practice. Here's what we cover in this pack: went spoke spent sent left built
- [Negative online review template response](https://www.banterspeech.com.au/product/negative-online-review-template-response-3/) - This template response to negative online reviews is designed to balance our need to protect reputations and to demonstrate our commitment to quality care against our obligations to maintain client confidentiality and to act ethically.
- [(L231) No Prep, Evidence-Based Conjunction Pack: 'If'](https://www.banterspeech.com.au/product/no-prep-evidence-based-conjunction-pack-if-3/) - This No Prep Pack is designed to introduce young kids to complex sentences and to help them to understand and use 'If'. Just jump into making sentences with 'If'.
- [(L406) Blanks 4: Language comprehension booster: What could you do when..?](https://www.banterspeech.com.au/product/language-comprehension-booster-what-could-you-do-when-blanks-level-4/) - In this 51-page no-prep pack, we target Blank's Level 4 language comprehension tasks. Specifically, we ask students to think about common things that might happen to them and to express what they would do in such situations. This stimulates children to identify and solve problems and supports students as they generate mental models of each scenario. Some of these exercises require children to reflect on their existing knowledge of the world and to generate options. The focus should be on what the student could do, rather than simply asking someone to help them. For an added challenge, ask the student to name more than one thing they could do in each situation.
- [(L101) Barrier Activities - Basic English Core Vocabulary: Nouns 1](https://www.banterspeech.com.au/product/basic-english-core-vocabulary-barrier-activity-nouns-1/) - In this 13-page low-prep pack, the barrier stimulus worksheets are designed to help participants develop their Basic English core vocabulary of nouns. Designed for people learning English as a Second Language, and for children with developmental language disorders, the words depicted in the Barrier Games have been chosen because: (1) they are easy to picture; and (2) are included in Charles Kay Odgen’s Basic English ordered word list.
- [(L534) Social idioms in action: To let it go](https://www.banterspeech.com.au/product/social-idioms-in-action-to-let-it-go/) - GIF-based video models of social idioms in context. In this 12-page no-prep resource we focus on the idiom: 'To let it go'. In this resource we explain, with the help of GIFs, the idiom ‘to let it go’, contrast 'to let it go' with examples of not letting it go, discuss why it’s important to let it go, and remind students that bullying is never okay. To play the GIFs, copy the slides onto your Google Drive.
- [(L533) Social idioms in action: To lend someone a hand](https://www.banterspeech.com.au/product/social-idioms-in-action-to-lend-someone-a-hand/) - GIF-based video models of social idioms in context. In this 17-page no-prep resource we focus on the idiom: 'To lend someone a hand'. In this resource we explain the idiom ‘to lend someone a hand’, discuss why it's helpful to lend someone a hand (if they would like you to lend them a hand), remind students about conversation basics and provide suggestions about how to improve conversations. To play the GIFs, copy the slides onto your Google Drive.
- [(L158) Concepts in action: Fast (a level 1 movement concept)](https://www.banterspeech.com.au/product/concepts-in-action-fast-a-level-1-movement-concept/) - 12 GIF-based video models of simple, compound and complex sentences featuring early language concepts in context. The videos feature the Banter Boys and friends demonstrating foundational language concepts in a variety of ways. In this no-prep resource we focus on the concept of 'fast'. We also include tips, and hands-on activities for exploring concepts in the ‘real world’ with your child.
- [(L539) 26 things for students to know about Sydney: a background knowledge and language refresher](https://www.banterspeech.com.au/product/26-things-for-students-to-know-about-sydney-a-background-knowledge-and-language-refresher/) - This 30-page no-prep resource is designed to support students with limited background knowledge - including students with language, reading, and other learning disorders - by reviewing key information about Sydney. The information is presented in a logical sequence, in Plain English, supported by colour maps and visuals, including key information about Sydney’s geographic location, Sydney residences, famous Sydney landmarks and beaches, public transport in Sydney, shopping in Sydney and its suburbs, and popular Sydney activities. Each of the 26 sections has questions, including Blanks Level 3 and 4 questions, for students to consider and answer.
- [(R615) Essential Language Convention Skills 3: How to Use Quotation Marks Properly](https://www.banterspeech.com.au/product/essential-language-convention-skills-3-how-to-use-quotation-marks-properly/) - In this 31-page Teach-Practice-Test resource, we do six things: Explain what quotation marks are (including alternative names like “inverted commas” and “quote marks”). Teach students how to use quotation marks, and where to place commas. Show students how yo use quotation marks for quotations and direct speech. Clarify the conventional use of single and double quotation marks in Australia, the UK and the United States. Explain how to punctuate quotations within quotations. Outline rules for placing commas, full stops, quotation marks, and for quoting longer passages and punctuating broken quotations. It can be downloaded as a PDF or in Google Slides format. The slides can be used one-to-one, in small groups, and in whole class instruction.
- [(L538) 10 things for students to know about Australia: a background knowledge and language refresher](https://www.banterspeech.com.au/product/10-things-for-students-to-know-about-australia-a-background-knowledge-and-language-refresher/) - This 37-page no-prep resource is designed to support students with limited background knowledge - including students with language, reading, and other learning disorders - by reviewing key information about Australia. The information is presented in a logical sequence, in Plain English, supported by colour maps and visuals, including key information and questions about Australia’s location on Earth, the oceans and seas surrounding Australia, the States and Territories of Australia, the Federation of Australia, and Australia’s population and largest cities.
- [(L535) Social idioms in action: Hang in there!](https://www.banterspeech.com.au/product/social-idioms-in-action-hang-in-there/) - GIF-based video models of social idioms in context. In this 12-page no-prep resource we focus on the idiom: 'Hang in there!' In this resource, with the help of GIFs, we explain the idiom ‘hang in there’, contrast 'hang in there' with examples of not hanging in there, discuss why it’s important to hang in there, and remind students that a person's health is most important. To play the GIFs, copy the slides onto your Google Drive.
- [(E413) The /r/-Remedy: no more gliding of /r/ to /w/](https://www.banterspeech.com.au/product/e413-the-r-remedy-no-more-gliding-of-r-to-w/) - In this low-pre /r/ Remedy resource, we include everything a student needs to say /r/ correctly using the latest research on applying principles of motor learning to speech. No more 'gliding' of /r/ to /w/! The /r/-Remedy pack (zip file) includes: a 34-page program; 151 flashcards with photographs of /r/ initial, medial and final words; 4 audio recordings (.m4a file format): three recordings with an Australian-accented female voice, and one with a North American-accented female voice; and a dinosaur game board and dinosaur tokens.
- [(L327) Relative Clause Sentence Workout Bundle: Who, That, Which](https://www.banterspeech.com.au/product/l327-relative-clause-sentence-workout-bundle-who-that-which/) - A relative clause is a subordinate clause that specifies or gives information about a person or a thing. They come after nouns or pronouns; and often begin with a relative pronoun such as "who", "that", or "which". Between the ages of 4-5 years of age, typically developing children start to form sentences containing relative clauses (Barako Arndt & Schuele (2013)). In this 40+ page no-prep resource bundle, we provide lots of structured practice with relative clauses starting with "who", "that" and "which".
- [(L276) Complex Sentences (Subordinating Conjunctions) Bundle](https://www.banterspeech.com.au/product/l276-complex-sentences-subordinating-conjunctions-bundle/) - Good places to start helping students with complex syntax include: conjoined sentences (e.g. sentences with two ideas joined by “but”, “and” or “or”) (see our FANBOYS Coordinating Conjunctions Bundle); and complex sentences with early developing subordinate conjunctions, such as “because”, "if", "when" and "while". This 160+ page no-prep bundle of subordinating conjunctions provides scaffolded practice in formulating sentences containing key 8 conjunctions - 'because', 'if', 'when', 'while', 'before', 'after', 'until' and 'unless'. Over 290 scaffolded sentences with both picture and orthographic cues - all tried and tested in our speech pathology clinic.
- [(L536) Social idioms in action: Be a good sport](https://www.banterspeech.com.au/product/l536-social-idioms-in-action-be-a-good-sport/) - GIF-based video models of social idioms in context. In this 17-page no-prep resource we focus on the idiom: 'Be a good sport'. In this resource, with the help of GIFs, we explain the idiom ‘be a good sport’, contrast to 'be a good sport' with examples of not being a good sport, discuss why it’s important to be a good sport, and remind students that it is hard to be a good sport and it takes practice. To play the GIFs, copy the slides onto your Google Drive.
- [(L537) Social idioms in action: I have your back](https://www.banterspeech.com.au/product/l537-social-idioms-in-action-i-have-your-back/) - GIF-based video models of social idioms in context. In this 12-page no-prep resource we focus on the idiom: 'I have your back'. In this resource, with the help of GIFs, we explain the idiom ‘I have your back’, contrast 'I have your back' with examples of not having your back, discuss why it’s important to having someone's back (e.g. part of being a good friend), and remind students that we should be grateful for people that have our back. To play the GIFs, copy the slides onto your Google Drive.
- [(R313) -er Derivative Nouns Exercises: Morphological Awareness/Bound Morpheme Workout 1](https://www.banterspeech.com.au/product/r313-er-derivative-nouns-exercises-morphological-awareness-bound-morpheme-workout-1/) - In these exercises, we focus on -er added to verbs to form derivative nouns like “farmer”, “builder” and “painter”. -er words like these are called “derivative nouns” because the -er noun derives (or comes from) the verb to which -er is added. With 80 example sentences, these no-prep exercises are designed to provide students with lots of practice reading and writing derivative nouns in a short period of time while also working on a variety of sentence structures. To extend students, we also include 80 additional questions related to the derivative nouns that require verbal reasoning skills.
- [Word Learner](https://www.banterspeech.com.au/product/word-learner/) - A one-page evidence-based worksheet to help children learn new words. Read our blog about helping school-age children learn new words here.
- [No-Prep Basic Reinforcement Pack I](https://www.banterspeech.com.au/product/no-prep-basic-reinforcement-pack-i/) - Most children - young and old - love to see their progress (and to know when the activity will end). And what better way to motivate children for speech therapy than through classic, gender neutral adventure boards! Introducing our Speech Legends I: a self-contained sets of 3 print-and-go reinforcement boards (pirate, mountain troll, meadow) with printable tokens (doubloons, diamonds, butterflies).
- [(S113) Westmead Program for Stuttering: Activity List](https://www.banterspeech.com.au/product/the-westmead-program-for-stuttering-activity-list/) - One of the hardest things with the Westmead Program for Stuttering – also known as Robot Talking – is finding the time to fit in practice 4-6 times a day. We all know that the best way to do it is to embed the practice in everyday routines.
- [(L263) Low-Prep Possessive ’s Story-Bootcamp Practice Pack](https://www.banterspeech.com.au/product/low-prep-possessive-s-story-bootcamp-practice-pack/) - Possessive 's (e.g. “The boy’s truck” or “The girl’s lollipop”) is notoriously hard to teach to children struggling to learn language, especially for children who may be already working hard on other morphemes like plural and past tense verb markers. This simple Low-Prep Pack is designed to introduce possessive 's in a non-threatening, fun and simple narrative-based game with lots of practice.
- [(L267) Can I...? Questions (Auditory bombardment)](https://www.banterspeech.com.au/product/auditory-bombardment-can-i-questions/) - Some children have difficulties putting their words into the right order in sentences, for instance, asking questions using "Can I...?". In this audio recording, children can listen to people ask for what they want by saying “Can I?” For this grammar goal, we provide a short .m4a recording and a script with pictures, so that, daily, children can: simply listen to the recording as they play nearby or sit in the car; listen to our recording as they look at the pictures; or have a family member read the script to the child in a shared reading format.
- [(L229) Conjunctions - Because (Auditory bombardment)](https://www.banterspeech.com.au/product/auditory-bombardment-conjunctions-because/) - Some children have difficulties putting their words into the right order in sentences, for instance, making complex sentences like "The girl is happy because it is her birthday." In this audio recording, children can listen to how we often use "because" when someone asks us a why question. For this grammar goal, we provide a short .m4a recording and a script with pictures, so that, daily, children can: simply listen to the recording as they play nearby or sit in the car; listen to our recording as they look at the pictures; or have a family member read the script to the child in a shared reading format.
- [(L111) Subject-Verb (-ing) (Auditory bombardment)](https://www.banterspeech.com.au/product/auditory-bombardment-subject-verb-ing/) - Some children have difficulties putting their words into the right order in sentences, for instance, subject-verb sentences like "The boy is running.". In this audio recording, children can listen to sentences about what people are doing. For this grammar goal, we provide a short .m4a recording and a script with pictures, so that, daily, children can: simply listen to the recording as they play nearby or sit in the car; listen to our recording as they look at the pictures; or have a family member read the script to the child in a shared reading format.
- [(L121) Subject-Verb-Object (-ing) (Auditory Bombardment)](https://www.banterspeech.com.au/product/auditory-bombardment-subject-verb-object-ing/) - Some children have difficulties putting their words into the right order in sentences, for instance, subject-verb-object sentences like “The girl is reading a book.”. In this audio recording, children can listen to sentences about what people are doing. For this grammar goal, we provide a short .m4a recording and a script with pictures, so that, daily, children can: simply listen to the recording as they play nearby or sit in the car; listen to our recording as they look at the pictures; or have a family member read the script to the child in a shared reading format.
- [(L129) Subject-Verb-Complement (Auditory Bombardment)](https://www.banterspeech.com.au/product/auditory-bombardment-subject-verb-complement-emotions/) - Some children have difficulties putting their words into the right order in sentences, for instance, subject-verb-complement sentences like “The boy is happy.”. In this audio recording, children can listen to sentences about what people are doing. For this grammar goal, we provide a short .m4a recording and a script with pictures, so that, daily, children can: simply listen to the recording as they play nearby or sit in the car; listen to our recording as they look at the pictures; or have a family member read the script to the child in a shared reading format.
- [(L242) Conjunctions - When (Auditory Bombardment)](https://www.banterspeech.com.au/product/auditory-bombardment-conjunctions-when/) - Some children have difficulties putting their words into the right order in sentences, for instance, making complex sentences like “I like to eat when I am hungry.” In this audio recording, children can listen to how “when” can be used to ask a question about time. For this grammar goal, we provide a short .m4a recording and a script with pictures, so that, daily, children can: simply listen to the recording as they play nearby or sit in the car; listen to our recording as they look at the pictures; or have a family member read the script to the child in a shared reading format.
- [Carrier Phrases for Speech, Language, Stuttering and Voice Therapy](https://www.banterspeech.com.au/product/carrier-phrases-for-speech-language-stuttering-and-voice-therapy/) - Carrier phrases are short, simple 'stock' phrases we use to help kids and adults practice their skills and to transfer their therapy gains from single word to phrase levels. We use carrier phrases a lot in speech therapy to bridge the gap between single word drills and self-generated sentences. This can help clients to transfer their skills from the clinic into the real world.
- [(L264) The No Prep Grammar Builder: Uncontractible Copulas (“Who’s happy?” “She is!”)](https://www.banterspeech.com.au/product/the-no-prep-grammar-builder-uncontractable-copulas-whos-happy-she-is/) - This No Prep therapy pack is designed to help children acquire the so-called uncontractible copula “he is/she is/they are” with a built-in reinforcing diamond hunting game. You can simply print and work through this resource as is. Or, for added fun, cut out the diamonds on the last page, and stick them in a bag. Your child or client earns diamonds for achieving the target, which they can put on the game board (also included).
- [Developmental Language Disorder: Key Red Flags](https://www.banterspeech.com.au/product/developmental-language-disorder-key-red-flags/) - In support of Developmental Language Disorder (DLD) Awareness Day, a free poster with key red flags for DLD. The poster can be printed up to A2 size and is a PDF file.
- [(L124) Subject-Negative ('not')-Verb (SNegV) Sentence Builders](https://www.banterspeech.com.au/product/subject-negative-not-verb-snegv-sentence-builders/) - This is the fourth in our series of sentence builders, focusing on Subject-Negative ("not")-Verb constructions, e.g. "The boy is not singing". Typically developing children usually acquire this sentence structure at around the age of 2-2 1/2 years of age, although people who are learning English as a second language and/or have a communication disorder may struggle to grasp the pattern. This no-preparation pack is designed to help support people who need help with these sentences, and features high frequency, present tense verbs to help stimulate oral language development.
- [(L125) Subject-Negative ('Can't')-Verb (SNegV Can't) Sentences](https://www.banterspeech.com.au/product/subject-negative-cant-verb-snegv-cant-sentences/) - This is the fifth in our series of sentence builders, focusing on Subject-Negative ("can't")-Verb constructions, e.g. "The boy can't sing". Typically developing children usually acquire this sentence structure at around the age of 2-2 1/2 years of age, although people who are learning English as a second language and/or have a communication disorder may struggle to grasp the pattern. This no-preparation pack is designed to help support people who need help with these sentences, and features high frequency, present tense verbs to help stimulate oral language development.
- [(L126) Subject-Negative ('Don't')-Verb (SNegV Don't) Sentence Builders](https://www.banterspeech.com.au/product/subject-negative-dont-verb-snegv-dont-sentence-builders/) - This is the sixth in our series of sentence builders, focusing on Subject-Negative ("don't")-Verb constructions, e.g. "Buses don't swim". Typically developing children usually acquire this sentence structure at around the age of 2-2 1/2 years of age, although people who are learning English as a second language and/or have a communication disorder may struggle to grasp the pattern. This no-preparation pack is designed to help support people who need help with these sentences, and features high frequency, present tense verbs to help stimulate oral language development.
- [(L132) Verbs: Irregular past tense verb workout 1 (was, had, did, said, made, ate, came)](https://www.banterspeech.com.au/product/irregular-past-tense-verb-workout-i-was-had-did-said-made-ate-came/) - In our 28-page Pack 1, we cover seven of the highest frequency verbs in English with irregular past tense forms: was, had, did, said, made, ate, came. We tackle them one at a time, with “mini-stories" for each verb. We then put them all together for extra practice and revision.
- [(L134) Verbs: Irregular Past Tense Verb Workout 3 (spent, sent, left, built)](https://www.banterspeech.com.au/product/irregular-past-tense-verb-workout-3-spent-sent-left-built/) - In this 35-page Pack 3, we cover four of the highest frequency verbs in English with irregular past tense forms: spent, sent, left, built. We tackle them one at a time, with “mini-stories” for each verb. We then put them all together for extra practice and revision.
- [(L256) Conjunction Board Game](https://www.banterspeech.com.au/product/verbal-reasoning-conjunction-board-game/) - This no-prep board game is designed to help children practice sentence-making using high-frequency conjunctions. Featuring 40 "sentence starters", and 7 different conjunctions, the game can be played and re-played to give children lots of practice forming creative, compound and complex sentences. Just print, cut out the sentence starters, grab a dice and go!
- [(L135) Verbs: Irregular Past Tense Verb Workout 4 (knew, drew, grew, threw)](https://www.banterspeech.com.au/product/irregular-past-tense-verb-workout-4-knew-drew-grew-threw/) - In this pack 4, we cover four of the highest frequency verbs in English with irregular past tense forms: knew, drew, grew, threw. We tackle them one at a time, with “mini-stories" for each verb. We then put them all together for extra practice and revision.
- [(L136) Verbs: Irregular Past Tense Verb Workout 5 (slept, went, meant)](https://www.banterspeech.com.au/product/irregular-past-tense-verb-workout-5-slept-went-meant/) - In this 24-page Pack 4, we cover four of the highest frequency verbs in English with irregular past tense forms: slept, went, meant. We tackle them one at a time, with “mini-stories” for each verb. We then put them all together for extra practice and revision.
- [(L315) Verbs: Regular Past Tense Verbs 1: when “ed" is pronounced as /t/](https://www.banterspeech.com.au/product/regular-past-tense-verbs-1-when-ed-is-pronounced-as-t/) - This no-preparation pack is designed to provide people with structured practice using frequently used regular past tense verbs. In this 33-page pack, we focus on adding “ed" to verbs ending in unvoiced sounds, where “ed" is pronounced as /t/. With both picture cues and orthography, this pack can be used with people of all ages.
- [(L314) Verbs: Regular Past Tense Verbs 2: when "ed" is pronounced as /d/](https://www.banterspeech.com.au/product/regular-past-tense-verbs-2-when-ed-is-pronounced-as-d/) - This no preparation pack is designed to provide people with structured practice using frequently used regular past tense verbs. In this 33-page pack, we focus on adding "ed" to verbs ending in voiced sounds, where "ed" is pronounced as /d/. With both picture cues and orthography, this pack can be used with people of all ages.
- [(L316) Verbs: Regular Past Tense Verbs 3: when "ed" is pronounced as /əd/](https://www.banterspeech.com.au/product/regular-past-tense-verbs-3-when-ed-is-pronounced-as-əd/) - This no preparation pack is designed to provide people with structured practice using frequently used regular past tense verbs. In this 29-page pack, we focus on adding "ed" to verbs ending in voiced sounds, where "ed" is pronounced as /əd/. With both picture cues and orthography, this pack can be used with people of all ages.
- [(L265) Comparative and Superlative Adjectives Workout](https://www.banterspeech.com.au/product/comparative-and-superlative-adjectives-workout/) - In this 24-page no-preparation language workout, we focus on comparative and superlative adjectives ending in -er and -est, respectively. We have chosen 20 of the highest frequency adjectives in English, and presented two examples of each: one comparing similar objects, one comparing different objects sharing the same quality.
- [(L106) Pronouns: He/She - Subjective Pronouns No-Prep Workout Pack](https://www.banterspeech.com.au/product/he-she-subjective-pronouns-no-prep-workout-pack/) - In this 41-page no-preparation pack, we introduce "he" and "she", individually. Then we mix the targets, before moving into simple sentences using high frequency verbs and early "emotion" adjectives. We have also included "he" and "she" with the so-called "uncontractable copula" - "He is" and "She is", and a simple board game. This resource features simple pictures and writing and is suitable for people of all ages.
- [(L211) Pronouns: Him and Her Sentence Builders (Objective Pronouns)](https://www.banterspeech.com.au/product/him-and-her-sentence-builders-objective-pronouns/) - “Him" and “her" are used when the person is the object of the sentence. (“He" and “she" are used when the person is the subject of the sentence.) Typically developing children start using “him" and “her" at around 41-46 months of age. However, many people need some extra practice to understand and to use the pronouns correctly. This 22-page no-preparation pack is designed to give people lots of structured, focused practice on “him" and “her". Pictures and words are used to support comprehension of the terms, and to scaffold the use of “him" and “her" in simple sentences.
- [(L150) Plurals: Irregular Plural Nouns (including people, men, women, children, teeth, fish)](https://www.banterspeech.com.au/product/irregular-plural-nouns-including-people-men-women-children-teeth-fish/) - In this 19-page no-prep pack, we focus on nine of the more functional and frequent irregular plural nouns: plural nouns children are most likely to read about and to say at some point in their early years of school: people, men, women, children, fish, mice, sheep, feet and teeth. To help students learn and to remember the word targets we have embedded them into a simple narrative, with lots of repetition of each target, and with simple pictures to support students to re-tell parts or all of the story.
- [Complex Cluster Targets for use with a Cycles Approach, Complexity Approach or Contrastive Approach](https://www.banterspeech.com.au/product/complex-cluster-targets-for-use-with-a-cycles-approach-complexity-approach-or-contrastive-approach/) - In this No-Prep pack, we include complex targets, sorted from most to least complex. Included in this 83-page Complex Clusters pack are: Part A: Three-sound clusters (spl-, str- (x3), skr-, spr-) Non-word Syllable Bootcamp Part B: True clusters with a sonority difference of 2 (sm-, sn-) Minimal Pairs Non-word Syllable Bootcamp Part C: True clusters with a sonority difference of 3 (fl-, sl-, fr-, shr-, thr-) Non-word Syllable Bootcamp Minimal Pairs Part D: True clusters with a sonority difference of 4 (sw- (x2), bl- (x2), gl-, br- (x4), dr- (x3), gr- (x4) Minimal Pairs Non-word Syllable Bootcamp
- [Letter of thanks to client](https://www.banterspeech.com.au/product/letter-of-thanks-to-client-3/) - This template is designed to thank your clients for putting their trust in you and for spreading the word. It can be used at different points in the care continuum, or sent out as an annual (or more regular) letter or email to clients.
- [Closed File Form](https://www.banterspeech.com.au/product/closed-file-form-3/) - This template gives you a structured way to review and close your files before putting them into storage. Its "tick-the-box" format means you don't forget any important steps, like returning original documents to clients.
- [Letter to Client: Closing their File](https://www.banterspeech.com.au/product/letter-to-client-closing-their-file-3/) - A letter template to a client informing them that you have closed their file, following the completion of speech pathology services. Includes details about file retention and location of original documents.
- [Infection Control Policy](https://www.banterspeech.com.au/product/infection-control-policy-3/) - ***PLEASE NOTE: This policy was written prior to the COVID-19 lockdowns in NSW, Victoria and other places, in 2021. We will update the policy once relevant rules/guidelines have been issued. If you would like us to let you know once the updated policy is available, please email us at hello@banterspeech.com.au. Thank you.*** In many jurisdictions, speech pathologists in private practice must have an infection control policy. This policy template covers management guidelines and precautions for staff when potentially exposed to infection risks.
- [Letter turning down a client (politely)](https://www.banterspeech.com.au/product/letter-turning-down-a-client-politely-3/) - This template is designed to help you - politely - turn down a client where you don't feel competent to deliver first rate care for the client's specific needs.
- [Gentle debt collection letter pack to recover late payments](https://www.banterspeech.com.au/product/gentle-debt-collection-letter-pack-to-recover-late-payments-3/) - This template pack includes a sequence of letters designed to get you paid without upsetting your clients. The letters start with an informal "gentle reminder", gradually progressing to more formal letters that set the scene for debt collection action as a last resort.
- [Reference Letter Templates](https://www.banterspeech.com.au/product/reference-letter-templates-3/) - This template pack includes: a reference letter; a statement of service; a request for a reference; a letter turning down a job applicant; and a letter turning down a job.
- [Business Networking Letters](https://www.banterspeech.com.au/product/business-networking-letters-3/) - Requests, invitations, acceptances and thank you notes are not hard to write, but can take time to craft professionally. This pack of template letters, which can be easily adapted for emails, is designed to make the process much easier.
- [Terms of Use for Digital Products](https://www.banterspeech.com.au/product/terms-of-use-for-digital-products-3/) - More speech pathologists are operating viable side businesses creating, marketing and selling their products on their websites, or sites such as Teachers Pay Teachers. These Terms of Use: are designed to be inserted into digital products to limit the purpose for which the products can be used; and can be inserted on the first or last page of a digital product.
- [Blog, website and social media content planner](https://www.banterspeech.com.au/product/blog-website-and-social-media-content-planner-3/) - I use this Word document template to develop social media content. It's designed to help you plan future content for your blog, website and/or social media channels. It enables you to focus on the type(s) of clients you are looking to attract and help, to find opportunities to showcase your special skills and passions, and to take away some of the "what should I write next" pressure by zeroing in on what your ideal clients are looking for from their speech pathologist.
- [Mentor Meeting Agenda](https://www.banterspeech.com.au/product/mentor-meeting-agenda-3/) - This one-page agenda (in PDF and Word formats) is designed to keep your 1-hour mentor meetings focused and comprehensive. You can also use it during your meetings to generate meeting notes/minutes of meetings. I use it with my own mentors.
- [Difficult Messages: Increasing Prices](https://www.banterspeech.com.au/product/difficult-messages-increasing-prices-3/) - This template is designed to help you communicate price rises sensitively and professionally to your existing clients, well-ahead of the price rise, so that your clients can make informed decisions about their care going forward.
- [Social Media Platform House Rules](https://www.banterspeech.com.au/product/social-media-platform-house-rules-3/) - This template is designed to set some "house rules" for others commenting and uploading content onto your websites, blogs and social media pages/profiles. It also gives you the right to delete testimonials in accordance with our ethical duty not to use testimonials to promote health services to vulnerable people.
- [Complaint Receipt Acknowledgment and Promise to Investigate Letter](https://www.banterspeech.com.au/product/complaint-receipt-acknowledgment-and-promise-to-investigate-letter-3/) - When more serious complaints are made about your service or staff, care must be taken to manage them. This template is designed for a Speech Pathology Practice with a Complaints Management Policy. It acknowledges receipt of the complaint and promises it will be investigated by the Complaints Officer (often a member of senior management). Related Product: Complaint acknowledgment and apology letters.
- [Complaint acknowledgment and apology letters](https://www.banterspeech.com.au/product/complaint-acknowledgment-and-apology-letters-3/) - Sometimes, we all make silly mistakes. When the facts are known and stakes are low, we should be quick to acknowledge our mistake and to apologise for it. That's what this template is designed to do with two apology letters.
- [Referral Policy](https://www.banterspeech.com.au/product/referral-policy-3/) - Building a good referral network of local health care providers can be a great way to build your practice. But your clients' best interests always come first. This policy is designed to affirm your commitment to transparency about referrals. Among other things, the policy makes it clear that you don't pay or accept payments or other inducements for referrals. For Australian speech pathologists it is also designed to help you demonstrate compliance with the SPA Code of Ethics and the proposed National Code for unregistered health practitioners.
- [SLP Performance Appraisal Agreement Template](https://www.banterspeech.com.au/product/slp-performance-appraisal-agreement-template-3/) - Whether it's the end of the financial year or some other time during the year, many of us conduct performance appraisals for our employed speech pathologists. Unfortunately, many of us are hampered by the lack of a speech pathologist-specific template that is adaptable for all levels of experience - from new grads to senior clinicians - and management styles. This template is designed specifically for speech pathologists in private practice who want to appraise their staff collaboratively (main features detailed below).
- [Failure To Attend Discharge Notice](https://www.banterspeech.com.au/product/failure-to-attend-discharge-notice-3/) - Repeated, unexplained or poorly explained failures to attend are unfair to your other clients and undermine your profitability. This notice (which can be sent by email or letter) is designed to notify clients that they have breached your booking and cancellation policy and that you are therefore discharging them from your service or clinic.
- [Reward/Surprise Chart: Things I Do For Myself](https://www.banterspeech.com.au/product/reward-surprise-chart-things-i-do-for-myself-3/) - To empower children to be less passive and more self-reliant - and to help parents who are sick of giving their child the same instructions every day - we've developed a single-page template called "Things I Do For Myself". Fully editable (Word and Pages versions), this template lists 15 daily tasks the child is expected to do without help or reminders every day, and enables the child to tick off activities as they are done.
- [(L210) Pronouns: His and Hers Introduction No Prep Pack](https://www.banterspeech.com.au/product/his-and-hers-introduction-no-prep-pack-3/) - Possessive pronouns can be challenging for many children with a language learning impairment. Some children learning English as a second language also struggle – particularly if their home language doesn’t mark male and female pronouns. This evidence-based No Prep Pack is designed to both teach and practice the possessive pronouns Hers and His. Simply print and get to work!
- [(L268) Can I go to the…? and Can I have…? Questions Pack](https://www.banterspeech.com.au/product/can-i-go-to-the-and-can-i-have-questions-pack-3/) - Research tells us that many children with language learning difficulties struggle to ask questions the right way. So, too, do many children who are learning English as a second (or third or fourth) language. Instead of asking “Can I have a strawberry?” or “Can I go to the park?” these children might say, “I can have a strawberry?” or “Go to the park can?”. This No Prep “Can I ?” Pack is designed to help children to ask their “Can” questions the right way.
- [(L513) Maths Language I: Prefixes](https://www.banterspeech.com.au/product/maths-language-i-prefixes-3/) - Sometimes, even gifted students start to struggle with maths when the language becomes more complex. One way to help students is to teach them the meaning of commonly used prefixes, suffixes and other words embedded in the vocabulary used in maths questions. In this 'No Prep' therapy pack, we explain the meaning of words like "bi", "tri", "quad" and "ped" (foot), each illustrated with high quality photos. Just print and go! For more information about the impact of language learning difficulties on maths, check out our article: My child used to be so good at maths. What happened?
- [(L224) No Prep, Evidence-Based Conjunction Pack: 'So'](https://www.banterspeech.com.au/product/no-prep-evidence-based-conjunction-pack-so-3/) - This No Prep Pack is designed to introduce young kids to complex sentences and to help them to understand and use 'So'. Just jump into making sentences with 'So'.
- [(L253) No Prep, Evidence-Based Conjunction Pack: 'As'](https://www.banterspeech.com.au/product/no-prep-evidence-based-conjunction-pack-as-3/) - This No Prep Pack is designed to introduce young kids to complex sentences and to help them to understand and use 'As'. Just jump into making sentences with 'As'.
- [(L227) No Prep Conjunction Pack: 'Because' (Volume 1)](https://www.banterspeech.com.au/product/no-prep-conjunction-pack-because-3/) - This No Prep Pack is designed to introduce young kids to complex sentences and to help them to understand and use 'Because'. Just print and jump into making sentences with 'Because'.
- [(L233) No Prep Conjunction Pack: ‘While’](https://www.banterspeech.com.au/product/no-prep-evidence-based-conjunction-pack-while-3/) - This No Prep Pack is designed to introduce young kids to complex sentences and to help them to understand and use ‘While’. Just print and jump into making sentences with ‘While’.
- [(L247) No Prep Conjunction Pack: 'Unless'](https://www.banterspeech.com.au/product/no-prep-evidence-based-conjunction-pack-unless-3/) - This No Prep Pack is designed to introduce young kids to complex sentences and to help them to understand and use 'Unless'. Just print and jump into making sentences with 'Unless'.
- [(L241) No Prep, Evidence-Based Conjunction Pack: 'When'](https://www.banterspeech.com.au/product/no-prep-evidence-based-conjunction-pack-when-3/) - This No Prep Pack is designed to introduce young kids to complex sentences and to help them to understand and use 'When'. Just jump into making sentences with 'When'.
- [(L272) Do you...? Questions: Low Prep Activity Pack (with Board Game)](https://www.banterspeech.com.au/product/do-you-questions-low-prep-activity-pack-with-board-game-2/) - Many children with developmental language disorders have difficulty asking questions. So too, do many children learning English as a second language. Not being able to ask questions can reduce a child's confidence, independence and even curiosity as they wait for others to help them. Knowing how to ask "do you" questions helps build confidence in the classroom and in the playground. In this Low Prep "Do you...?" question activity pack, we follow the adventures of Viv the Pirate. As children ask Viv various "Do you...?" questions about her likes, needs, wants, favourite activities and friends, children win printable pirate coins to put on their game board.
- [(L514) Maths Language II: Prefixes](https://www.banterspeech.com.au/product/maths-language-ii-prefixes-2/) - In this 16-page No Prep Pack - Maths Language II: Prefixes - we revise and expand on each of the prefixes and words covered in Part I, and them introduce and illustrate other terms used frequently in maths problems, including: "hemi", "semi", "uni", "mono", "oct", "dec" and "multi".
- [(L143) Pronouns: No Prep Subjective Pronoun (I, you, he, she, they) + has/have Pack](https://www.banterspeech.com.au/product/no-prep-subjective-pronoun-i-you-he-she-they-has-have-pack-2/) - This 35-page No Prep Pack is designed to target I/you/he/she/they have/has sentences. Using our popular Speech Legends characters and 200 high quality photos of high frequency, easily pictured common nouns, this pack is designed to be used over and over again until your client or student gets it!
- [(F508) Zack the Zookeeper: An Alveolar-Velar Story](https://www.banterspeech.com.au/product/motor-speech-stories-for-articulation-movements-pack-1-alveolar-velar-2/) - In this pack, we target tongue movements, specifically movements from sounds where the tongue tip touches the alveolar ridge at the front of the mouth (e.g. /t, d. s, z, n/) to sounds made by the back of the tongue near the soft palate (velum) (e.g. /k, g/ and "ng"). Together, these articulation stories are designed to train specific speech sound movements. They are not tongue twisters in the traditional sense. Instead, the stories are loaded with words and phrases designed to target a particular pattern of speech movement.
- [(L249) No Prep Conjunction Pack: 'Until'](https://www.banterspeech.com.au/product/no-prep-conjunction-pack-until-2/) - This No Prep Pack is designed to introduce young kids to complex sentences and to help them to understand and use 'Until'. Just print and jump into making sentences with 'Until'.
- [(F501) The Wolf Matthew, the Beaver, and the Moth: A Bilabial-Dental Story](https://www.banterspeech.com.au/product/motor-speech-stories-for-articulation-movements-pack-2-bilabial-dental-2/) - In this pack, we target tongue movements, specifically movements from “bilabial” sounds where the lips are together (e.g. /p, b, m, w/) to sounds involving the tongue/lips and teeth (e.g. /f, v/, unvoiced “th” (as in “bath”) and voiced “th” (as in “bathe”)). We call these movements bilabial-dental movements. This articulation story is designed to train specific speech sound movements. It is a not tongue twister in the traditional sense. Instead, this story is loaded with words and phrases designed to target a particular pattern of speech movement.
- [Motor-speech stories for articulation movements pack 3: alveolar-alveolar and velar-velar](https://www.banterspeech.com.au/product/motor-speech-stories-for-articulation-movements-pack-3-alveolar-alveolar-and-velar-velar-2/) - In this pack, we target tongue movements involving the tongue tip touching the alveolar ridge (e.g. t, d, s, z, n) and consecutive movements requiring the back of the tongue to produce sounds near the soft palate (velum). Together, these articulation stories are designed to train specific speech sound movements. They are not tongue twisters in the traditional sense. Instead, the stories are loaded with words and phrases designed to target a particular pattern of speech movement.
- [(L274) Real World Skills I: prepositions, places, home address, and directions](https://www.banterspeech.com.au/product/real-world-skills-i-prepositions-places-home-address-and-directions-2/) - This 18-page pack is designed to help you assess whether your preschooler student has the basic skills to orientate themselves to space: to know where they are. If not, this pack contains some activities to help them learn key things they should know before starting big school.
- [(F513): Chief Shoshone and A Palatal Thriller: Palatal-Palatal Stories](https://www.banterspeech.com.au/product/motor-speech-stories-for-articulation-movements-pack-4-palatal-palatal-palatal-dental-bilabial-palatal-2/) - In this resource, we include two articulation stories designed to train specific palatal-palatal speech sound movements. They are not tongue twisters in the traditional sense. Instead, the stories are loaded with words and phrases designed to target a particular pattern of speech movement: namely palatal-palatal movements with exercises loaded with multiple /r/, “sh", “ch" and “j" sounds.
- [(R810) Book Hacker: How to read a book to understand it quickly](https://www.banterspeech.com.au/product/book-hacker-how-to-read-a-book-to-understand-it-quickly-2/) - This Book Hacker is designed to help you read, understand and remember books more easily. Many of the ideas in this framework are based on one of my favourite books, How to Read a Book by Mortimer Adler.
- [(F505) The Theatre Folk: A Dental-Alveolar Story](https://www.banterspeech.com.au/product/motor-speech-stories-for-articulation-movements-pack-5-dental-alveolar-2/) - In this resource, we target movements involving sounds made with the teeth (e.g. /f, v/ and the voiced and voiceless "th" sounds) and sounds made with the tongue tip on or near the alveolar ridge at the front of the mouth (e.g. /t, d, s, z, n/). This articulation story is designed to train specific speech sound movements. It is a not tongue twister in the traditional sense. Instead, this story is loaded with words and phrases designed to target a particular pattern of speech movement.
- [(L225) Auditory bombardment: Conjunctions – So](https://www.banterspeech.com.au/product/auditory-bombardment-conjunctions-so-2/) - Some children have difficulties putting their words into the right order in sentences, for instance, making complex sentences like “I was thirsty so I had a drink”. In this audio recording, children can listen to how “so” can be used in sentences to join two ideas together. For this grammar goal, we provide a short .m4a recording and a script with pictures, so that, daily, children can: simply listen to the recording as they play nearby or sit in the car; listen to our recording as they look at the pictures; or have a family member read the script to the child in a shared reading format.
- [(L234) Auditory Bombardment: Conjunctions - While](https://www.banterspeech.com.au/product/auditory-bombardment-conjunctions-while-2/) - Some children have difficulties putting their words into the right order in sentences, for instance, making complex sentences like “The girl ate an ice-cream while she talked to her mother”. In this audio recording, children can listen to how “while” can be used in sentences about time. For this grammar goal, we provide a short .m4a recording and a script with pictures, so that, daily, children can: simply listen to the recording as they play nearby or sit in the car; listen to our recording as they look at the pictures; or have a family member read the script to the child in a shared reading format.
- [(L248) Auditory Bombardment: Conjunctions - Unless](https://www.banterspeech.com.au/product/auditory-bombardment-conjunctions-unless-2/) - Some children have difficulties putting their words into the right order in sentences, for instance, making complex sentences like “The boy can't see clearly unless he wears his glasses”. In this audio recording, children can listen to how “unless” can be used in sentences about time. For this grammar goal, we provide a short .m4a recording and a script with pictures, so that, daily, children can: simply listen to the recording as they play nearby or sit in the car; listen to our recording as they look at the pictures; or have a family member read the script to the child in a shared reading format.
- [(L254) Auditory Bombardment: Conjunctions - As](https://www.banterspeech.com.au/product/auditory-bombardment-conjunctions-as-2/) - Some children have difficulties putting their words into the right order in sentences, for instance, making complex sentences like “The children listened carefully as the teacher told them a story”. In this audio recording, children can listen to how “as” can be used in sentences about time. For this grammar goal, we provide a short .m4a recording and a script with pictures, so that, daily, children can: simply listen to the recording as they play nearby or sit in the car; listen to our recording as they look at the pictures; or have a family member read the script to the child in a shared reading format.
- [(L228) No Prep Conjunction Pack: 'Because' (Volume 2)](https://www.banterspeech.com.au/product/no-prep-conjunction-pack-because-volume-2-2/) - This No Prep Pack is designed to further introduce young kids to complex sentences and to help them to understand and use 'Because'. Just print and jump into making more sentences with 'Because'.
- [(L251) Auditory bombardment: Conjunctions – Until](https://www.banterspeech.com.au/product/auditory-bombardment-conjunctions-until-2/) - Some children have difficulties putting their words into the right order in sentences, for instance, making complex sentences like “The sun won't go down until 5.30pm”. In this audio recording, children can listen to how “until” can be used in sentences when talking about a particular time or an event. For this grammar goal, we provide a short .m4a recording and a script with pictures, so that, daily, children can: simply listen to the recording as they play nearby or sit in the car; listen to our recording as they look at the pictures; or have a family member read the script to the child in a shared reading format.
- [(S126) Camperdown Program for Adults who Stutter: Practice Goal Setter](https://www.banterspeech.com.au/product/the-camperdown-program-for-adults-who-stutter-practice-goal-setter-2/) - To make life easier for adults who stutter (and their speech pathologists), we have designed a one-page goal setting. Simply choose the practice task most likely to help you practice fluently, and the situation, and you are ready to go!
- [(L308) Blanks 3: What will happen next?](https://www.banterspeech.com.au/product/blanks-3-what-will-happen-next-2/) - This 43-page no-preparation pack is designed to help people who have difficulties making predictions about what will happen next. Using words and pictures, this pack is designed to stimulate the development of semantic knowledge and verbal reasoning skills to help people of all ages to make predictions in everyday activities.
- [(L303) Blanks 3: Find the one to use with this! (Semantic skills)](https://www.banterspeech.com.au/product/blanks-3-find-the-one-to-use-with-this-semantic-skills-2/) - This 36-page pack is designed to help people with language and/or learning disorders who have difficulty easily associating things that go together by function with over 30 scaffolded examples to work through. For each item, the person is given six choices of things that go with it: one correct answer, and five distractors. With both written words and pictures, this resource is designed to be used with people who have difficulty with semantic associations.
- [(L311) Blanks 3: Name something that is X that is not Y](https://www.banterspeech.com.au/product/blanks-3-name-something-that-is-x-that-is-not-y-2/) - This 29-page no preparation pack is designed to help people who have difficulties naming objects in common categories. Using words and pictures, this pack is designed to stimulate the development of semantic knowledge and verbal reasoning skills to help people of all ages to name objects in common categories.
- [(L312) Blanks 3: Following Directions - Functional Practice: "Do X, then Y"](https://www.banterspeech.com.au/product/blanks-3-following-directions-functional-practice-do-x-then-y-2/) - This 20-page pack includes lots of two-step directions linked by "then" that kids have to act out in the real world. For some kids, simply reading out the instructions will suffice. For students with more significant delays and disorders, picture cues are included. These instructions can be "mixed and matched" to generate thousands of different two-step instructions. Cut up the cue cards to have students generate their own instructions for peers to practice giving instructions.
- [(L304) Blanks 3: Find the things that are not..](https://www.banterspeech.com.au/product/blanks-3-find-the-things-that-are-not-2/) - This no-prep 31-page pack is designed to help people to practice identifying things that do NOT belong to basic categories. Featuring words and pictures, it is suitable for people of different ages and abilities. To make it harder, simply ask the student to explain (orally or in writing) “why” the objects they have selected do NOT belong to the named category, but instead belong in a different category, thus stimulating verbal reasoning skills, expressive syntax using the subordinating conjunction “because”, and expressive semantic language skill development, generally.
- [(L310) Blanks 3: How are things the same?](https://www.banterspeech.com.au/product/blanks-3-how-are-things-the-same-2/) - This no-prep 27-page pack is designed to help people who have difficulties identifying how two items are the same. Using words and pictures, this pack is designed to stimulate the development of semantic knowledge to help people of all ages to express how things are the same by reference to attributes - even when, superficially, they don’t look the same.
- [(L213) How Questions Pack (No Prep)](https://www.banterspeech.com.au/product/how-questions-pack-no-prep/) - At around 42-48 months of age, typically developing children begin to understand "how" questions. But many people - including people learning English as a second language and people with communication disorders - struggle to understand "how" questions. Of all the question words, "how" is one of the trickiest adverbs to understand and to use. That's because we use "how" in at least three different ways: "How" can mean - "In what manner?" "How" can be used to ask questions about the condition of something or someone. "How" can be used to ask about the extent or degree of something. In this 18-page no-prep resource pack, we provide 42 scaffolded sentences to help people understand and to use "how" in questions.
- [(L266) Verbs: Third Person Singular (3S) (Present Tense) Verb Sentence Builders](https://www.banterspeech.com.au/product/third-person-singular-3s-present-tense-verb-sentence-builders/) - Around the age of 36-42 months, typically developing children start to use third person singular (present tense) forms of verbs, e.g.: The dog digs. He eats. She dances. It grows. These are sometimes called 3S verbs. Some people who speak English as a second language and/or have developmental language disorders need focused practice to learn and to use this grammatical form. This 26-page no-prep pack is designed to help, with both pictures and words making it suitable for children and adults.
- [(L122) Plurals: Practising Regular Plural Nouns](https://www.banterspeech.com.au/product/practising-regular-plural-nouns/) - This 25-page pack is designed to give people lots of focused practice distinguishing singular and regular plural nouns using 36, easy-to-depict, basic nouns taken from Odgen's Basic English core vocabulary of 850 high frequency words. To help promote transfer to every day activities, we've also included a short "eye spy" activity which you can tailor to encourage more practice using regular nouns to describe the world immediately around the student. The basic singular and regular plural nouns are also included as cards which you can laminate and cut up for sorting games.
- [(L405) Blanks 4: Language Comprehension Booster: Why will...?](https://www.banterspeech.com.au/product/language-comprehension-booster-why-will-blanks-level-4/) - In this 44-page no prep pack, we target Blank's Level 4 language comprehension tasks. Specifically, we ask students to think about common scenarios and draw inferences to explain specific predictions about the future based on their knowledge of the world and the information provided. This stimulates children to increase their knowledge of cause and effect relationships, problems and solutions, and supports students as they generate mental models of each scenario. Some of these exercises require children to put themselves in the shoes of other people, and to draw local inferences by analogy with their own experiences of the world.
- [(L410) Blanks 4: Language comprehension booster: What is it made of? Why?](https://www.banterspeech.com.au/product/language-comprehension-booster-what-is-it-made-of-why-blanks-level-4/) - In this 23-page no-preparation pack, we target Blank's Level 4 comprehension tasks. Specifically, we ask students to think about what the things around them are made of, and why. This pack includes a scripted introduction explaining different textures and properties for basic materials such as wood, metal, glass, and plastic. This ensures all children doing the exercises have (or can access) the background knowledge needed to infer why different objects are made of specific materials. These exercises stimulate children to increase their knowledge of cause and effect relationships and knowledge of the world.
- [(L404) Blanks 4: Language comprehension booster: What will happen if...?](https://www.banterspeech.com.au/product/language-comprehension-booster-what-will-happen-if-blanks-level-4/) - In this 46-page no-prep pack, we target Blank's Level 4 comprehension tasks. Specifically, we ask students to think about common scenarios and to explain what will happen based on their knowledge of the world. In each exercise, the second box has been left blank to give students an opportunity to draw and/or write a response.
- [(L408) Blanks 4: Language comprehension booster: Why can't?](https://www.banterspeech.com.au/product/language-comprehension-booster-why-cant-blanks-level-4/) - In this 17-page no-prep pack, we target Blank's Level 4 language comprehension tasks. Specifically, we ask students to think about and explain why certain things can't happen. This requires students to generate mental models of each scenario, to reflect on their existing knowledge of the world, and to then explain why the subject can't do the action required, e.g. by reference to an attribute like function, parts, or location. This can be used as an oral language task, or as a written task. Negative questions are often very difficult for students learning English as a second language, and students with language or other learning disorders.
- [(L411) Blanks 4: Language comprehension booster: Why did it happen?](https://www.banterspeech.com.au/product/language-comprehension-booster-why-did-it-happen-blanks-level-4/) - In this 12-page no prep pack, we target Blank's Level 4 language comprehension tasks. Specifically, we ask students to think about situations and to explain why they happened based on their knowledge of the world and the information provided. This stimulates children to increase their knowledge of cause and effect relationships, problems and solutions, and supports students as they generate mental models of each scenario. In this pack, we wrap the questions into a simple narrative format to make the task more cohesive and easier to understand in context. For each event, there are multiple logical answers, and no one “correct" answer - just like many events in the real world.
- [(L407) Blanks 4: Language comprehension booster: How do we know...?](https://www.banterspeech.com.au/product/language-comprehension-booster-how-do-we-know-blanks-level-4/) - In this 16-page no-prep pack, we target Blank's Level 4 language comprehension tasks. Specifically, we ask students to look at a picture and draw inferences that explain why a certain proposition is true. This requires students to generate mental models of each scenario, to then reflect on their existing knowledge of the world, and to then explain why the statement given to them is true. This can be used as an oral language task, or as a written task. Some of the exercises require students to look for clues, e.g. facial expressions, and to demonstrate a theory of mind, to answer the questions correctly. To make the exercise more challenging, ask the student to explain why the statement is true (requiring the student to generate a logical explanation) and/or to explain what happened immediately before or after the picture.
- [(L208) Blanks 2: Where could you find all these things?](https://www.banterspeech.com.au/product/where-could-you-find-all-these-things-blanks-level-2/) - In this 47-page no-prep pack, we target a Blank's Level 2 comprehension task. Specifically, we ask students to think about the where we find semantically linked groups of people, animals and common objects. This stimulates students to increase their understanding of locations; as well as their understanding of the question word “where". It can also help children to classify things and to build their semantic knowledge by reference to location.
- [(L202): Blanks 2: What is this part for? Volume 1](https://www.banterspeech.com.au/product/what-is-this-part-for-volume-1-blanks-level-2/) - In this 17-page no prep pack, we target a Blank's Level 2 comprehension task. Specifically, we ask students to think about the parts of people, animals and common objects and to explain what they do. This stimulates children to increase their understanding about the function of common objects and things. It can also help children to classify things and to build their semantic knowledge.
- [(L203) Blanks 2: What is this part for? Volume 2](https://www.banterspeech.com.au/product/what-is-this-part-for-volume-2-blanks-level-2/) - In this 18-page no prep pack, we target a Blank's Level 2 comprehension task. Specifically, we ask students to think about the parts of people, animals and common objects and to explain what they do. This stimulates children to increase their understanding about the function of common objects and things. It can also help children to classify things and to build their semantic knowledge.
- [(L517) "Despite", "in spite of" and "in spite of the fact that": Advanced preposition workout for more sophisticated speaking and writing](https://www.banterspeech.com.au/product/despite-in-spite-of-and-in-spite-of-the-fact-that-advanced-preposition-workout-for-more-sophisticated-speaking-and-writing/) - "Despite", "in spite of" and "in spite of the fact that", are very useful words and phrases to use in both spoken and written language. They all mean the same thing: "without being affected by" or "in defiance of" (resisting or refusing to obey). Practice saying or writing the sentences in this 17-page pack, and then explain what they mean in your own words.
- [(L412) Blanks 4 Bundle: Language Comprehension Booster - Verbal Reasoning Tasks Requiring Inferences and Abstractions](https://www.banterspeech.com.au/product/blanks-4-bundle-language-comprehension-booster-verbal-reasoning-tasks-requiring-inferences-and-abstractions/) - In this no-prep pack bundle, we target Blank's Level 4 language comprehension tasks, which requires the student to draw inferences and to make abstractions based on their existing background knowledge. Specifically, there are 8 no-preparation scripted resource packs (over 240 pages in total), consisting of:
- [(L156) Sentence Builder Bundle](https://www.banterspeech.com.au/product/l156-sentence-builder-bundle/) - This no-prep bundle includes 8 of our most popular Sentence Builders, starting with simple Subject-Verb constructions (e.g. "The boy is jumping.") through to Subject-Verb-Object-Adverbial Phrase level (e.g. "The boy is jumping on the trampoline at the park."). In all, over 100 pages of resources and 171 scaffolded sentences. The bundle includes:
- [Confidentiality Deed (Australia)](https://www.banterspeech.com.au/product/confidentiality-deed-australia-3/) - This Confidentiality Deed Poll Template: is designed to be used with contractors, volunteers and/or students; requires the individual to keep all health and other private data confidential; helps to manage and protect your clients' confidential information. You should consult with a lawyer if you have any questions about its terms or legal effect.
- [Social Media Policy](https://www.banterspeech.com.au/product/social-media-policy-3/) - This 6-page policy is intended to help mitigate some of the risks by outlining expectations about staff use of social media. It seeks to balance your legitimate interests in protecting your business and reputation while encouraging staff to use social media sensibly.
- [(L409) Blanks 4: Language Comprehension Booster: Which one wouldn't you use to...?](https://www.banterspeech.com.au/product/language-comprehension-booster-which-one-wouldnt-you-use-to-blanks-level-4/) - In this 37-page no prep pack, we target Blank's Level 4 language comprehension tasks. Specifically, we ask students to think about a particular function or action and to decide which object (from a list of four) they wouldn't use to perform the function. This requires semantic knowledge of the key functions of objects, the ability to process negative questions, and the ability to justify their view using the conjunction “because" and their knowledge of object functions. To help people, we have included pictures and written words to support people of different ages and abilities.
- [Flower Basket](https://www.banterspeech.com.au/product/flower-basket/) - Nemo enim ipsam voluptatem quia voluptas sit aspernatur aut odit aut fugit, sed quia consequuntur magni dolores eos qui ratione voluptatem sequi nesciunt. Neque porro quisquam est, qui dolorem ipsum quia dolor sit amet, consectetur, adipisci velit, sed quia non numquam eius modi tempora incidunt ut labore et dolore magnam aliquam quaerat voluptatem.
- [Seed Starting Kit](https://www.banterspeech.com.au/product/seed-starting-kit/) - Nemo enim ipsam voluptatem quia voluptas sit aspernatur aut odit aut fugit, sed quia consequuntur magni dolores eos qui ratione voluptatem sequi nesciunt. Neque porro quisquam est, qui dolorem ipsum quia dolor sit amet, consectetur, adipisci velit, sed quia non numquam eius modi tempora incidunt ut labore et dolore magnam aliquam quaerat voluptatem.
- [Plant Mister](https://www.banterspeech.com.au/product/plant-mister/) - Nemo enim ipsam voluptatem quia voluptas sit aspernatur aut odit aut fugit, sed quia consequuntur magni dolores eos qui ratione voluptatem sequi nesciunt. Neque porro quisquam est, qui dolorem ipsum quia dolor sit amet, consectetur, adipisci velit, sed quia non numquam eius modi tempora incidunt ut labore et dolore magnam aliquam quaerat voluptatem.
- [MCM Watering Can](https://www.banterspeech.com.au/product/mcm-watercan/) - Nemo enim ipsam voluptatem quia voluptas sit aspernatur aut odit aut fugit, sed quia consequuntur magni dolores eos qui ratione voluptatem sequi nesciunt. Neque porro quisquam est, qui dolorem ipsum quia dolor sit amet, consectetur, adipisci velit, sed quia non numquam eius modi tempora incidunt ut labore et dolore magnam aliquam quaerat voluptatem.
- [Stem Snips](https://www.banterspeech.com.au/product/stem-snips/) - Nemo enim ipsam voluptatem quia voluptas sit aspernatur aut odit aut fugit, sed quia consequuntur magni dolores eos qui ratione voluptatem sequi nesciunt. Neque porro quisquam est, qui dolorem ipsum quia dolor sit amet, consectetur, adipisci velit, sed quia non numquam eius modi tempora incidunt ut labore et dolore magnam aliquam quaerat voluptatem.
- [Lavendar](https://www.banterspeech.com.au/product/lavendar/) - Nemo enim ipsam voluptatem quia voluptas sit aspernatur aut odit aut fugit, sed quia consequuntur magni dolores eos qui ratione voluptatem sequi nesciunt. Neque porro quisquam est, qui dolorem ipsum quia dolor sit amet, consectetur, adipisci velit, sed quia non numquam eius modi tempora incidunt ut labore et dolore magnam aliquam quaerat voluptatem.
- [Dahlias](https://www.banterspeech.com.au/product/dahlias/) - Nemo enim ipsam voluptatem quia voluptas sit aspernatur aut odit aut fugit, sed quia consequuntur magni dolores eos qui ratione voluptatem sequi nesciunt. Neque porro quisquam est, qui dolorem ipsum quia dolor sit amet, consectetur, adipisci velit, sed quia non numquam eius modi tempora incidunt ut labore et dolore magnam aliquam quaerat voluptatem.
- [Daffodils](https://www.banterspeech.com.au/product/daffodils/) - Nemo enim ipsam voluptatem quia voluptas sit aspernatur aut odit aut fugit, sed quia consequuntur magni dolores eos qui ratione voluptatem sequi nesciunt. Neque porro quisquam est, qui dolorem ipsum quia dolor sit amet, consectetur, adipisci velit, sed quia non numquam eius modi tempora incidunt ut labore et dolore magnam aliquam quaerat voluptatem.
- [Daisy](https://www.banterspeech.com.au/product/daisy/) - Nemo enim ipsam voluptatem quia voluptas sit aspernatur aut odit aut fugit, sed quia consequuntur magni dolores eos qui ratione voluptatem sequi nesciunt. Neque porro quisquam est, qui dolorem ipsum quia dolor sit amet, consectetur, adipisci velit, sed quia non numquam eius modi tempora incidunt ut labore et dolore magnam aliquam quaerat voluptatem.
- [Rudbeckia](https://www.banterspeech.com.au/product/rudbeckia/) - Nemo enim ipsam voluptatem quia voluptas sit aspernatur aut odit aut fugit, sed quia consequuntur magni dolores eos qui ratione voluptatem sequi nesciunt. Neque porro quisquam est, qui dolorem ipsum quia dolor sit amet, consectetur, adipisci velit, sed quia non numquam eius modi tempora incidunt ut labore et dolore magnam aliquam quaerat voluptatem.
- [Zinnias](https://www.banterspeech.com.au/product/zinnias/) - Nemo enim ipsam voluptatem quia voluptas sit aspernatur aut odit aut fugit, sed quia consequuntur magni dolores eos qui ratione voluptatem sequi nesciunt. Neque porro quisquam est, qui dolorem ipsum quia dolor sit amet, consectetur, adipisci velit, sed quia non numquam eius modi tempora incidunt ut labore et dolore magnam aliquam quaerat voluptatem.
- [Sunflower](https://www.banterspeech.com.au/product/sunflower/) - Nemo enim ipsam voluptatem quia voluptas sit aspernatur aut odit aut fugit, sed quia consequuntur magni dolores eos qui ratione voluptatem sequi nesciunt. Neque porro quisquam est, qui dolorem ipsum quia dolor sit amet, consectetur, adipisci velit, sed quia non numquam eius modi tempora incidunt ut labore et dolore magnam aliquam quaerat voluptatem.
- [Tulip](https://www.banterspeech.com.au/product/tulip/) - Nemo enim ipsam voluptatem quia voluptas sit aspernatur aut odit aut fugit, sed quia consequuntur magni dolores eos qui ratione voluptatem sequi nesciunt. Neque porro quisquam est, qui dolorem ipsum quia dolor sit amet, consectetur, adipisci velit, sed quia non numquam eius modi tempora incidunt ut labore et dolore magnam aliquam quaerat voluptatem.
- [Ranunculus](https://www.banterspeech.com.au/product/ranunculus/) - Nemo enim ipsam voluptatem quia voluptas sit aspernatur aut odit aut fugit, sed quia consequuntur magni dolores eos qui ratione voluptatem sequi nesciunt. Neque porro quisquam est, qui dolorem ipsum quia dolor sit amet, consectetur, adipisci velit, sed quia non numquam eius modi tempora incidunt ut labore et dolore magnam aliquam quaerat voluptatem.
- [Peonie Bundle](https://www.banterspeech.com.au/product/peonie-bundle/) - Nemo enim ipsam voluptatem quia voluptas sit aspernatur aut odit aut fugit, sed quia consequuntur magni dolores eos qui ratione voluptatem sequi nesciunt. Neque porro quisquam est, qui dolorem ipsum quia dolor sit amet, consectetur, adipisci velit, sed quia non numquam eius modi tempora incidunt ut labore et dolore magnam aliquam quaerat voluptatem.
- [Flower Icon Sand Tshirt](https://www.banterspeech.com.au/product/flower-icon-sand-tshirt/) - Nemo enim ipsam voluptatem quia voluptas sit aspernatur aut odit aut fugit, sed quia consequuntur magni dolores eos qui ratione voluptatem sequi nesciunt. Neque porro quisquam est, qui dolorem ipsum quia dolor sit amet, consectetur, adipisci velit, sed quia non numquam eius modi tempora incidunt ut labore et dolore magnam aliquam quaerat voluptatem.
- [The Gardener White Cropped Tshirt](https://www.banterspeech.com.au/product/the-gardener-white-cropped-tshirt/) - Nemo enim ipsam voluptatem quia voluptas sit aspernatur aut odit aut fugit, sed quia consequuntur magni dolores eos qui ratione voluptatem sequi nesciunt. Neque porro quisquam est, qui dolorem ipsum quia dolor sit amet, consectetur, adipisci velit, sed quia non numquam eius modi tempora incidunt ut labore et dolore magnam aliquam quaerat voluptatem.
- [The Gardener Tote Bag](https://www.banterspeech.com.au/product/the-gardener-tote-bag/) - Nemo enim ipsam voluptatem quia voluptas sit aspernatur aut odit aut fugit, sed quia consequuntur magni dolores eos qui ratione voluptatem sequi nesciunt. Neque porro quisquam est, qui dolorem ipsum quia dolor sit amet, consectetur, adipisci velit, sed quia non numquam eius modi tempora incidunt ut labore et dolore magnam aliquam quaerat voluptatem.
- [The Gardener Hoodie](https://www.banterspeech.com.au/product/the-gardener-hoodie/) - Nemo enim ipsam voluptatem quia voluptas sit aspernatur aut odit aut fugit, sed quia consequuntur magni dolores eos qui ratione voluptatem sequi nesciunt. Neque porro quisquam est, qui dolorem ipsum quia dolor sit amet, consectetur, adipisci velit, sed quia non numquam eius modi tempora incidunt ut labore et dolore magnam aliquam quaerat voluptatem.
- [2022 Spring Subscription](https://www.banterspeech.com.au/product/2022-spring-subscription/) - Sed ut perspiciatis unde omnis iste natus error sit voluptatem accusantium doloremque laudantium, totam rem aperiam, eaque ipsa quae ab illo inventore veritatis et quasi architecto beatae vitae dicta sunt explicabo. Nemo enim ipsam voluptatem quia voluptas sit aspernatur aut odit aut fugit, sed quia consequuntur magni dolores eos qui ratione voluptatem sequi nesciunt. Neque porro quisquam est, qui dolorem ipsum quia dolor sit amet, consectetur, adipisci velit, sed quia non numquam eius modi tempora incidunt ut labore et dolore magnam aliquam quaerat voluptatem.
- [2022 Summer Subscription](https://www.banterspeech.com.au/product/2022-summer-subscription/) - Sed ut perspiciatis unde omnis iste natus error sit voluptatem accusantium doloremque laudantium, totam rem aperiam, eaque ipsa quae ab illo inventore veritatis et quasi architecto beatae vitae dicta sunt explicabo. Nemo enim ipsam voluptatem quia voluptas sit aspernatur aut odit aut fugit, sed quia consequuntur magni dolores eos qui ratione voluptatem sequi nesciunt. Neque porro quisquam est, qui dolorem ipsum quia dolor sit amet, consectetur, adipisci velit, sed quia non numquam eius modi tempora incidunt ut labore et dolore magnam aliquam quaerat voluptatem.
- [2022 All Season Subscription](https://www.banterspeech.com.au/product/2022-all-season-subscription/) - Sed ut perspiciatis unde omnis iste natus error sit voluptatem accusantium doloremque laudantium, totam rem aperiam, eaque ipsa quae ab illo inventore veritatis et quasi architecto beatae vitae dicta sunt explicabo. Nemo enim ipsam voluptatem quia voluptas sit aspernatur aut odit aut fugit, sed quia consequuntur magni dolores eos qui ratione voluptatem sequi nesciunt. Neque porro quisquam est, qui dolorem ipsum quia dolor sit amet, consectetur, adipisci velit, sed quia non numquam eius modi tempora incidunt ut labore et dolore magnam aliquam quaerat voluptatem.

## Tags

- [ADHD](https://www.banterspeech.com.au/tag/adhd/)
- [verbal dyspraxia](https://www.banterspeech.com.au/tag/verbal-dyspraxia/)
- [childhood apraxia of speech](https://www.banterspeech.com.au/tag/childhood-apraxia-of-speech/)
- [speech pathologists](https://www.banterspeech.com.au/tag/speech-pathologists/)
- [social skills](https://www.banterspeech.com.au/tag/social-skills/)
- [stroke](https://www.banterspeech.com.au/tag/stroke/)
- [Alzheimer's disease](https://www.banterspeech.com.au/tag/alzheimers-disease/)
- [Parkinson's disease](https://www.banterspeech.com.au/tag/parkinsons-disease/)
- [dyslexia](https://www.banterspeech.com.au/tag/dyslexia/)
- [speech sounds](https://www.banterspeech.com.au/tag/speech-sounds/)
- [first words](https://www.banterspeech.com.au/tag/first-words/)
- [nursery rhymes](https://www.banterspeech.com.au/tag/nursery-rhymes/)
- [speech sound](https://www.banterspeech.com.au/tag/speech-sound/)
- [speech & language talks](https://www.banterspeech.com.au/tag/speech-language-talks/)
- [TED](https://www.banterspeech.com.au/tag/ted/)
- [Steven Pinker](https://www.banterspeech.com.au/tag/steven-pinker/)
- [phonics](https://www.banterspeech.com.au/tag/phonics/)
- [irregular past tense](https://www.banterspeech.com.au/tag/irregular-past-tense/)
- [overgeneralisation](https://www.banterspeech.com.au/tag/overgeneralisation/)
- [evidence-based therapy techniques](https://www.banterspeech.com.au/tag/evidence-based-therapy-techniques/)
- [speech-language pathology](https://www.banterspeech.com.au/tag/speech-language-pathology/)
- [babies](https://www.banterspeech.com.au/tag/babies/)
- [pre-linguistic](https://www.banterspeech.com.au/tag/pre-linguistic/)
- [pre-verbal](https://www.banterspeech.com.au/tag/pre-verbal/)
- [babble](https://www.banterspeech.com.au/tag/babble/)
- [speech pathology clinic](https://www.banterspeech.com.au/tag/speech-pathology-clinic/)
- [standard scores](https://www.banterspeech.com.au/tag/standard-scores/)
- [percentiles](https://www.banterspeech.com.au/tag/percentiles/)
- [normal limits](https://www.banterspeech.com.au/tag/normal-limits/)
- [standardised tests for language](https://www.banterspeech.com.au/tag/standardised-tests-for-language/)
- [standardised tests for speech](https://www.banterspeech.com.au/tag/standardised-tests-for-speech/)
- [children's songs](https://www.banterspeech.com.au/tag/childrens-songs/)
- [Patsy Biscoe](https://www.banterspeech.com.au/tag/patsy-biscoe/)
- [rhyming books](https://www.banterspeech.com.au/tag/rhyming-books/)
- [phonological awareness](https://www.banterspeech.com.au/tag/phonological-awareness/)
- [prosthetic voice](https://www.banterspeech.com.au/tag/prosthetic-voice/)
- [VocaliD](https://www.banterspeech.com.au/tag/vocalid/)
- [unique voice](https://www.banterspeech.com.au/tag/unique-voice/)
- [plain English](https://www.banterspeech.com.au/tag/plain-english/)
- [communication](https://www.banterspeech.com.au/tag/communication/)
- [social learning](https://www.banterspeech.com.au/tag/social-learning/)
- [development of language](https://www.banterspeech.com.au/tag/development-of-language/)
- [language impairments](https://www.banterspeech.com.au/tag/language-impairments/)
- [specific language impairment (SLI)](https://www.banterspeech.com.au/tag/specific-language-impairment-sli/)
- [lisp](https://www.banterspeech.com.au/tag/lisp/)
- [Rudolf Flesch](https://www.banterspeech.com.au/tag/rudolf-flesch/)
- [reading](https://www.banterspeech.com.au/tag/reading/)
- [ankyloglossia](https://www.banterspeech.com.au/tag/ankyloglossia/)
- [tongue-tie](https://www.banterspeech.com.au/tag/tongue-tie/)
- [tongue-tie surgery](https://www.banterspeech.com.au/tag/tongue-tie-surgery/)
- [stuttering relapse](https://www.banterspeech.com.au/tag/stuttering-relapse/)
- [Camperdown Program](https://www.banterspeech.com.au/tag/camperdown-program/)
- [Video Self-Modelling](https://www.banterspeech.com.au/tag/video-self-modelling/)
- [Cognitive Behaviour Therapy](https://www.banterspeech.com.au/tag/cognitive-behaviour-therapy/)
- [school readiness](https://www.banterspeech.com.au/tag/school-readiness/)
- [syntax](https://www.banterspeech.com.au/tag/syntax/)
- [ESL](https://www.banterspeech.com.au/tag/esl/)
- [English as a Second Language](https://www.banterspeech.com.au/tag/english-as-a-second-language/)
- [phonology](https://www.banterspeech.com.au/tag/phonology/)
- [Lee Silverman Voice Treatment](https://www.banterspeech.com.au/tag/lee-silverman-voice-treatment/)
- [LSVT Loud](https://www.banterspeech.com.au/tag/lsvt-loud/)
- [reading comprehension](https://www.banterspeech.com.au/tag/reading-comprehension/)
- [oral language](https://www.banterspeech.com.au/tag/oral-language/)
- [written language](https://www.banterspeech.com.au/tag/written-language/)
- [FAQs](https://www.banterspeech.com.au/tag/faqs/)
- [child language delay](https://www.banterspeech.com.au/tag/child-language-delay/)
- [language risk factors](https://www.banterspeech.com.au/tag/language-risk-factors/)
- [longhand note-taking](https://www.banterspeech.com.au/tag/longhand-note-taking/)
- [typing notes](https://www.banterspeech.com.au/tag/typing-notes/)
- [sharing language](https://www.banterspeech.com.au/tag/sharing-language/)
- [practising English](https://www.banterspeech.com.au/tag/practising-english/)
- [greatest vocal range](https://www.banterspeech.com.au/tag/greatest-vocal-range/)
- [world's greatest singers](https://www.banterspeech.com.au/tag/worlds-greatest-singers/)
- [HICAPS](https://www.banterspeech.com.au/tag/hicaps/)
- [private health insurance and speech pathology](https://www.banterspeech.com.au/tag/private-health-insurance-and-speech-pathology/)
- [Medicare Chronic Disease Management Rebate](https://www.banterspeech.com.au/tag/medicare-chronic-disease-management-rebate/)
- [language problems and young offenders](https://www.banterspeech.com.au/tag/language-problems-and-young-offenders/)
- [aphasia](https://www.banterspeech.com.au/tag/aphasia/)
- [stroke and language](https://www.banterspeech.com.au/tag/stroke-and-language/)
- [stroke and speech](https://www.banterspeech.com.au/tag/stroke-and-speech/)
- [prepositions](https://www.banterspeech.com.au/tag/prepositions/)
- [plurals](https://www.banterspeech.com.au/tag/plurals/)
- [narratives](https://www.banterspeech.com.au/tag/narratives/)
- [recounts](https://www.banterspeech.com.au/tag/recounts/)
- [Westmead Program](https://www.banterspeech.com.au/tag/westmead-program/)
- [robot talking](https://www.banterspeech.com.au/tag/robot-talking/)
- [pre-school children who stutter](https://www.banterspeech.com.au/tag/pre-school-children-who-stutter/)
- [speech delay](https://www.banterspeech.com.au/tag/speech-delay/)
- [speech development](https://www.banterspeech.com.au/tag/speech-development/)
- [rate of speech](https://www.banterspeech.com.au/tag/rate-of-speech/)
- [fast rate of speech](https://www.banterspeech.com.au/tag/fast-rate-of-speech/)
- [speech rate control](https://www.banterspeech.com.au/tag/speech-rate-control/)
- [listening comprehension](https://www.banterspeech.com.au/tag/listening-comprehension/)
- [toddler language delay](https://www.banterspeech.com.au/tag/toddler-language-delay/)
- [assessing the speech and language of toddlers](https://www.banterspeech.com.au/tag/assessing-the-speech-and-language-of-toddlers/)
- [speech pathology and toddlers](https://www.banterspeech.com.au/tag/speech-pathology-and-toddlers/)
- [voice disorders](https://www.banterspeech.com.au/tag/voice-disorders/)
- [children with voice problems](https://www.banterspeech.com.au/tag/children-with-voice-problems/)
- [indirect voice therapy](https://www.banterspeech.com.au/tag/indirect-voice-therapy/)
- [reading program](https://www.banterspeech.com.au/tag/reading-program/)
- [child language therapy](https://www.banterspeech.com.au/tag/child-language-therapy/)
- [hearing problems](https://www.banterspeech.com.au/tag/hearing-problems/)
- [otitis media](https://www.banterspeech.com.au/tag/otitis-media/)
- [stuttering and anxiety](https://www.banterspeech.com.au/tag/stuttering-and-anxiety/)
- [speech and stuttering issues](https://www.banterspeech.com.au/tag/speech-and-stuttering-issues/)
- [accent modification](https://www.banterspeech.com.au/tag/accent-modification/)
- [communication training](https://www.banterspeech.com.au/tag/communication-training/)
- [professional communication](https://www.banterspeech.com.au/tag/professional-communication/)
- [presentation skills](https://www.banterspeech.com.au/tag/presentation-skills/)
- [school children who stutter](https://www.banterspeech.com.au/tag/school-children-who-stutter/)
- [teachers and children who stutter](https://www.banterspeech.com.au/tag/teachers-and-children-who-stutter/)
- [direct voice therapy](https://www.banterspeech.com.au/tag/direct-voice-therapy/)
- [nodules](https://www.banterspeech.com.au/tag/nodules/)
- [child voice problems](https://www.banterspeech.com.au/tag/child-voice-problems/)
- [vocabulary](https://www.banterspeech.com.au/tag/vocabulary/)
- [Child's language](https://www.banterspeech.com.au/tag/childs-language/)
- [high frequency words](https://www.banterspeech.com.au/tag/high-frequency-words/)
- [understanding language](https://www.banterspeech.com.au/tag/understanding-language/)
- [speaking clearly](https://www.banterspeech.com.au/tag/speaking-clearly/)
- [speech errors in children](https://www.banterspeech.com.au/tag/speech-errors-in-children/)
- [gliding](https://www.banterspeech.com.au/tag/gliding/)
- [fronting](https://www.banterspeech.com.au/tag/fronting/)
- [cluster reduction](https://www.banterspeech.com.au/tag/cluster-reduction/)
- [deaffrication](https://www.banterspeech.com.au/tag/deaffrication/)
- [weak syllable deletion](https://www.banterspeech.com.au/tag/weak-syllable-deletion/)
- [interdental lisps](https://www.banterspeech.com.au/tag/interdental-lisps/)
- [lateral lisps](https://www.banterspeech.com.au/tag/lateral-lisps/)
- [speech errors](https://www.banterspeech.com.au/tag/speech-errors/)
- [generalisation](https://www.banterspeech.com.au/tag/generalisation/)
- [early morning speech pathology appointments](https://www.banterspeech.com.au/tag/early-morning-speech-pathology-appointments/)
- [first verbs](https://www.banterspeech.com.au/tag/first-verbs/)
- [toddlers' first words](https://www.banterspeech.com.au/tag/toddlers-first-words/)
- [assimilation](https://www.banterspeech.com.au/tag/assimilation/)
- [final consonant deletion](https://www.banterspeech.com.au/tag/final-consonant-deletion/)
- [error pattern reduplication](https://www.banterspeech.com.au/tag/error-pattern-reduplication/)
- [treatment for speech sound disorders](https://www.banterspeech.com.au/tag/treatment-for-speech-sound-disorders/)
- [Cycles Approach](https://www.banterspeech.com.au/tag/cycles-approach/)
- [Lidcombe Program](https://www.banterspeech.com.au/tag/lidcombe-program/)
- [stuttering and webcam sessions](https://www.banterspeech.com.au/tag/stuttering-and-webcam-sessions/)
- [children who stutter](https://www.banterspeech.com.au/tag/children-who-stutter/)
- [intelligibility](https://www.banterspeech.com.au/tag/intelligibility/)
- [story-telling](https://www.banterspeech.com.au/tag/story-telling/)
- [story-making](https://www.banterspeech.com.au/tag/story-making/)
- [narrative skills](https://www.banterspeech.com.au/tag/narrative-skills/)
- [body language](https://www.banterspeech.com.au/tag/body-language/)
- [pragmatic language](https://www.banterspeech.com.au/tag/pragmatic-language/)
- [treatment for selective mutism](https://www.banterspeech.com.au/tag/treatment-for-selective-mutism/)
- [acquired brain injuries](https://www.banterspeech.com.au/tag/acquired-brain-injuries/)
- [cognitive communication disorders](https://www.banterspeech.com.au/tag/cognitive-communication-disorders/)
- [Lidcombe Program activities](https://www.banterspeech.com.au/tag/lidcombe-program-activities/)
- [comprehensibility](https://www.banterspeech.com.au/tag/comprehensibility/)
- [adults who stutter](https://www.banterspeech.com.au/tag/adults-who-stutter/)
- [EVLS studies](https://www.banterspeech.com.au/tag/evls-studies/)
- [pre-school to school transition](https://www.banterspeech.com.au/tag/pre-school-to-school-transition/)
- [pre-literacy skills](https://www.banterspeech.com.au/tag/pre-literacy-skills/)
- [ELVS](https://www.banterspeech.com.au/tag/elvs/)
- [ASD](https://www.banterspeech.com.au/tag/asd/)
- [Autism Spectrum Disorder](https://www.banterspeech.com.au/tag/autism-spectrum-disorder/)
- [pronunciation challenges](https://www.banterspeech.com.au/tag/pronunciation-challenges/)
- [business writing](https://www.banterspeech.com.au/tag/business-writing/)
- [Dance for Parkinson's Australia](https://www.banterspeech.com.au/tag/dance-for-parkinsons-australia/)
- [pacifier use](https://www.banterspeech.com.au/tag/pacifier-use/)
- [pacifiers and speech development](https://www.banterspeech.com.au/tag/pacifiers-and-speech-development/)
- [dummies and speech development](https://www.banterspeech.com.au/tag/dummies-and-speech-development/)
- [writing with nouns and verbs](https://www.banterspeech.com.au/tag/writing-with-nouns-and-verbs/)
- [writing tips](https://www.banterspeech.com.au/tag/writing-tips/)
- [school-aged children and language disorders](https://www.banterspeech.com.au/tag/school-aged-children-and-language-disorders/)
- [teenagers and language issues](https://www.banterspeech.com.au/tag/teenagers-and-language-issues/)
- [teenagers and receptive language issues](https://www.banterspeech.com.au/tag/teenagers-and-receptive-language-issues/)
- [auditory processing disorder](https://www.banterspeech.com.au/tag/auditory-processing-disorder/)
- [APD](https://www.banterspeech.com.au/tag/apd/)
- [adults with language disorders](https://www.banterspeech.com.au/tag/adults-with-language-disorders/)
- [early literacy skills](https://www.banterspeech.com.au/tag/early-literacy-skills/)
- [literacy and teenagers](https://www.banterspeech.com.au/tag/literacy-and-teenagers/)
- [disfluency](https://www.banterspeech.com.au/tag/disfluency/)
- [cluttering](https://www.banterspeech.com.au/tag/cluttering/)
- [non-speech oral motor treatments](https://www.banterspeech.com.au/tag/non-speech-oral-motor-treatments/)
- [motor development](https://www.banterspeech.com.au/tag/motor-development/)
- [ADHD and language disorder](https://www.banterspeech.com.au/tag/adhd-and-language-disorder/)
- [ADHD and language disorders](https://www.banterspeech.com.au/tag/adhd-and-language-disorders/)
- [foster children](https://www.banterspeech.com.au/tag/foster-children/)
- [phonological processes](https://www.banterspeech.com.au/tag/phonological-processes/)
- [working memory](https://www.banterspeech.com.au/tag/working-memory/)
- [language disorders](https://www.banterspeech.com.au/tag/language-disorders/)
- [language goals](https://www.banterspeech.com.au/tag/language-goals/)
- [CAS](https://www.banterspeech.com.au/tag/cas/)
- [Voice](https://www.banterspeech.com.au/tag/voice/)
- [Speech](https://www.banterspeech.com.au/tag/speech/)
- [Language](https://www.banterspeech.com.au/tag/language/)
- [Stuttering](https://www.banterspeech.com.au/tag/stuttering/)
- [Literacy](https://www.banterspeech.com.au/tag/literacy/)
- [Receptive Language](https://www.banterspeech.com.au/tag/receptive-language/)
- [Expressive Language](https://www.banterspeech.com.au/tag/expressive-language/)
- [Standardised Tests](https://www.banterspeech.com.au/tag/standardised-tests/)
- [Language Delay](https://www.banterspeech.com.au/tag/language-delay/)
- [stuttering and shyness](https://www.banterspeech.com.au/tag/stuttering-and-shyness/)
- [language disorders and antisocial behaviours](https://www.banterspeech.com.au/tag/language-disorders-and-antisocial-behaviours/)
- [gesture](https://www.banterspeech.com.au/tag/gesture/)
- [boys and reading](https://www.banterspeech.com.au/tag/boys-and-reading/)
- [consumer protection](https://www.banterspeech.com.au/tag/consumer-protection/)
- [stuttering treatments](https://www.banterspeech.com.au/tag/stuttering-treatments/)
- [speech errors in older children](https://www.banterspeech.com.au/tag/speech-errors-in-older-children/)
- [speech errors in adults](https://www.banterspeech.com.au/tag/speech-errors-in-adults/)
- [Theory of Mind](https://www.banterspeech.com.au/tag/theory-of-mind/)
- [hypernasality](https://www.banterspeech.com.au/tag/hypernasality/)
- [nasal speech](https://www.banterspeech.com.au/tag/nasal-speech/)
- [speech pathology](https://www.banterspeech.com.au/tag/speech-pathology/)
- [public speaking](https://www.banterspeech.com.au/tag/public-speaking/)
- [Spelling](https://www.banterspeech.com.au/tag/spelling/)
- [language development](https://www.banterspeech.com.au/tag/language-development/)
- [adenoids](https://www.banterspeech.com.au/tag/adenoids/)
- [tonsils](https://www.banterspeech.com.au/tag/tonsils/)
- [language concepts](https://www.banterspeech.com.au/tag/language-concepts/)
- [thumb sucking](https://www.banterspeech.com.au/tag/thumb-sucking/)
- [principles of motor learning](https://www.banterspeech.com.au/tag/principles-of-motor-learning/)
- [neuroplasticity](https://www.banterspeech.com.au/tag/neuroplasticity/)
- [time-out](https://www.banterspeech.com.au/tag/time-out/)
- [late talkers](https://www.banterspeech.com.au/tag/late-talkers/)
- [study](https://www.banterspeech.com.au/tag/study/)
- [study skills](https://www.banterspeech.com.au/tag/study-skills/)
- [learning strategies](https://www.banterspeech.com.au/tag/learning-strategies/)
- [evidence review](https://www.banterspeech.com.au/tag/evidence-review/)
- [oro-motor exercises](https://www.banterspeech.com.au/tag/oro-motor-exercises/)
- [sialorrhoea](https://www.banterspeech.com.au/tag/sialorrhoea/)
- [drooling](https://www.banterspeech.com.au/tag/drooling/)
- [adnoids](https://www.banterspeech.com.au/tag/adnoids/)
- [shaky voice](https://www.banterspeech.com.au/tag/shaky-voice/)
- [tremor](https://www.banterspeech.com.au/tag/tremor/)
- [adult lisp](https://www.banterspeech.com.au/tag/adult-lisp/)
- [dad](https://www.banterspeech.com.au/tag/dad/)
- [father](https://www.banterspeech.com.au/tag/father/)
- [child activities](https://www.banterspeech.com.au/tag/child-activities/)
- [family car activities](https://www.banterspeech.com.au/tag/family-car-activities/)
- [children with word finding problems](https://www.banterspeech.com.au/tag/children-with-word-finding-problems/)
- [semantic errors](https://www.banterspeech.com.au/tag/semantic-errors/)
- [semantic therapy](https://www.banterspeech.com.au/tag/semantic-therapy/)
- [dementia](https://www.banterspeech.com.au/tag/dementia/)
- [Montessori](https://www.banterspeech.com.au/tag/montessori/)
- [Sydney Speech Pathologist](https://www.banterspeech.com.au/tag/sydney-speech-pathologist/)
- [work skills](https://www.banterspeech.com.au/tag/work-skills/)
- [language difficulty](https://www.banterspeech.com.au/tag/language-difficulty/)
- [maths and language](https://www.banterspeech.com.au/tag/maths-and-language/)
- [online stuttering therapy](https://www.banterspeech.com.au/tag/online-stuttering-therapy/)
- [learning language impairment](https://www.banterspeech.com.au/tag/learning-language-impairment/)
- [speech sound disorders](https://www.banterspeech.com.au/tag/speech-sound-disorders/)
- [communication impairment](https://www.banterspeech.com.au/tag/communication-impairment/)
- [syllable-timed speech](https://www.banterspeech.com.au/tag/syllable-timed-speech/)
- [children who lisp](https://www.banterspeech.com.au/tag/children-who-lisp/)
- [bilingual children](https://www.banterspeech.com.au/tag/bilingual-children/)
- [bilingual development](https://www.banterspeech.com.au/tag/bilingual-development/)
- [verbs](https://www.banterspeech.com.au/tag/verbs/)
- [verb](https://www.banterspeech.com.au/tag/verb/)
- [pronouns](https://www.banterspeech.com.au/tag/pronouns/)
- [irregular verbs](https://www.banterspeech.com.au/tag/irregular-verbs/)
- [books with verbs](https://www.banterspeech.com.au/tag/books-with-verbs/)
- [OLA](https://www.banterspeech.com.au/tag/ola/)
- [twins](https://www.banterspeech.com.au/tag/twins/)
- [language development of twins](https://www.banterspeech.com.au/tag/language-development-of-twins/)
- [teachers](https://www.banterspeech.com.au/tag/teachers/)
- [teacher strategies](https://www.banterspeech.com.au/tag/teacher-strategies/)
- [parent strategies](https://www.banterspeech.com.au/tag/parent-strategies/)
- [developmental language disorder](https://www.banterspeech.com.au/tag/developmental-language-disorder/)
- [child behaviour](https://www.banterspeech.com.au/tag/child-behaviour/)
- [adult speech](https://www.banterspeech.com.au/tag/adult-speech/)
- [TBI](https://www.banterspeech.com.au/tag/tbi/)
- [hyperlexia](https://www.banterspeech.com.au/tag/hyperlexia/)
- [synthetic phonics](https://www.banterspeech.com.au/tag/synthetic-phonics/)
- [alphabet](https://www.banterspeech.com.au/tag/alphabet/)
- [blending sounds](https://www.banterspeech.com.au/tag/blending-sounds/)
- [reading fluency](https://www.banterspeech.com.au/tag/reading-fluency/)
- [morphological awareness](https://www.banterspeech.com.au/tag/morphological-awareness/)
- [letter-sound links](https://www.banterspeech.com.au/tag/letter-sound-links/)
- [teenagers who stutter](https://www.banterspeech.com.au/tag/teenagers-who-stutter/)
- [MarieBashir](https://www.banterspeech.com.au/tag/mariebashir/)
- [books](https://www.banterspeech.com.au/tag/books/)
- [conversations](https://www.banterspeech.com.au/tag/conversations/)
- [story elements](https://www.banterspeech.com.au/tag/story-elements/)
- [LDAW](https://www.banterspeech.com.au/tag/ldaw/)
- [treatment dose](https://www.banterspeech.com.au/tag/treatment-dose/)
- [MultiLit](https://www.banterspeech.com.au/tag/multilit/)
- [PreLit](https://www.banterspeech.com.au/tag/prelit/)
- [pre-reading skills](https://www.banterspeech.com.au/tag/pre-reading-skills/)
- [decoding skills](https://www.banterspeech.com.au/tag/decoding-skills/)
- [speech and reading problems](https://www.banterspeech.com.au/tag/speech-and-reading-problems/)
- [polysyllables](https://www.banterspeech.com.au/tag/polysyllables/)
- [atypical speech errors](https://www.banterspeech.com.au/tag/atypical-speech-errors/)
- [deletion errors](https://www.banterspeech.com.au/tag/deletion-errors/)
- [inferencing](https://www.banterspeech.com.au/tag/inferencing/)
- [reading difficulties](https://www.banterspeech.com.au/tag/reading-difficulties/)
- [reading eBook](https://www.banterspeech.com.au/tag/reading-ebook/)
- [communication access](https://www.banterspeech.com.au/tag/communication-access/)
- [speaking with people who stutter](https://www.banterspeech.com.au/tag/speaking-with-people-who-stutter/)
- [noise levels](https://www.banterspeech.com.au/tag/noise-levels/)
- [classrooms](https://www.banterspeech.com.au/tag/classrooms/)
- [defrazzle](https://www.banterspeech.com.au/tag/defrazzle/)
- [sydney](https://www.banterspeech.com.au/tag/sydney/)
- [Phonics Check](https://www.banterspeech.com.au/tag/phonics-check/)
- [stuttering recovery](https://www.banterspeech.com.au/tag/stuttering-recovery/)
- [verb books](https://www.banterspeech.com.au/tag/verb-books/)
- [non-fiction books](https://www.banterspeech.com.au/tag/non-fiction-books/)
- [expository texts](https://www.banterspeech.com.au/tag/expository-texts/)
- [dialogic reading](https://www.banterspeech.com.au/tag/dialogic-reading/)
- [sequences](https://www.banterspeech.com.au/tag/sequences/)
- [procedures](https://www.banterspeech.com.au/tag/procedures/)
- [academic words](https://www.banterspeech.com.au/tag/academic-words/)
- [high school](https://www.banterspeech.com.au/tag/high-school/)
- [reading resources](https://www.banterspeech.com.au/tag/reading-resources/)
- [Florida Center for Reading Research](https://www.banterspeech.com.au/tag/florida-center-for-reading-research/)
- [memory peg system](https://www.banterspeech.com.au/tag/memory-peg-system/)
- [IBS](https://www.banterspeech.com.au/tag/ibs/)
- [HSC](https://www.banterspeech.com.au/tag/hsc/)
- [HSC Study Tips](https://www.banterspeech.com.au/tag/hsc-study-tips/)
- [homework](https://www.banterspeech.com.au/tag/homework/)
- [writing](https://www.banterspeech.com.au/tag/writing/)
- [writing skills](https://www.banterspeech.com.au/tag/writing-skills/)
- [STEM](https://www.banterspeech.com.au/tag/stem/)
- [categorisation skills](https://www.banterspeech.com.au/tag/categorisation-skills/)
- [conceptual skills](https://www.banterspeech.com.au/tag/conceptual-skills/)
- [pencil grip](https://www.banterspeech.com.au/tag/pencil-grip/)
- [Occupational Therapy](https://www.banterspeech.com.au/tag/occupational-therapy/)
- [handwriting](https://www.banterspeech.com.au/tag/handwriting/)
- [letter formation](https://www.banterspeech.com.au/tag/letter-formation/)
- [Ardill](https://www.banterspeech.com.au/tag/ardill/)
- [dysphonia](https://www.banterspeech.com.au/tag/dysphonia/)
- [vocal hygiene](https://www.banterspeech.com.au/tag/vocal-hygiene/)
- [selective mutism](https://www.banterspeech.com.au/tag/selective-mutism/)
- [silent period](https://www.banterspeech.com.au/tag/silent-period/)
- [happy kids](https://www.banterspeech.com.au/tag/happy-kids/)
- [social kids](https://www.banterspeech.com.au/tag/social-kids/)
- [acts of kindness](https://www.banterspeech.com.au/tag/acts-of-kindness/)
- [girls](https://www.banterspeech.com.au/tag/girls/)
- [directions](https://www.banterspeech.com.au/tag/directions/)
- [places](https://www.banterspeech.com.au/tag/places/)
- [where](https://www.banterspeech.com.au/tag/where/)
- [indirect speech](https://www.banterspeech.com.au/tag/indirect-speech/)
- [indirect requests](https://www.banterspeech.com.au/tag/indirect-requests/)
- [Complexity Approach](https://www.banterspeech.com.au/tag/complexity-approach/)
- [Sydney speech therapist](https://www.banterspeech.com.au/tag/sydney-speech-therapist/)
- [middle ear infections](https://www.banterspeech.com.au/tag/middle-ear-infections/)
- [auditory bombardment](https://www.banterspeech.com.au/tag/auditory-bombardment/)
- [recasting](https://www.banterspeech.com.au/tag/recasting/)
- [modelling](https://www.banterspeech.com.au/tag/modelling/)
- [word forms](https://www.banterspeech.com.au/tag/word-forms/)
- [sentences](https://www.banterspeech.com.au/tag/sentences/)
- [sound cards](https://www.banterspeech.com.au/tag/sound-cards/)
- [Miccio](https://www.banterspeech.com.au/tag/miccio/)
- [free resource](https://www.banterspeech.com.au/tag/free-resource/)
- [carrier phrases](https://www.banterspeech.com.au/tag/carrier-phrases/)
- [tutors](https://www.banterspeech.com.au/tag/tutors/)
- [Teens with DLD](https://www.banterspeech.com.au/tag/teens-with-dld/)
- [categories](https://www.banterspeech.com.au/tag/categories/)
- [following instructions](https://www.banterspeech.com.au/tag/following-instructions/)
- [Blank's language levels](https://www.banterspeech.com.au/tag/blanks-language-levels/)
- [Blank's questions](https://www.banterspeech.com.au/tag/blanks-questions/)
- [oral language comprehension](https://www.banterspeech.com.au/tag/oral-language-comprehension/)
- [nature and nuture](https://www.banterspeech.com.au/tag/nature-and-nuture/)
- [behavioural genetics](https://www.banterspeech.com.au/tag/behavioural-genetics/)
- [minimal pairs](https://www.banterspeech.com.au/tag/minimal-pairs/)
- [contrastive approach](https://www.banterspeech.com.au/tag/contrastive-approach/)
- [phonological intervention](https://www.banterspeech.com.au/tag/phonological-intervention/)
- [text-to-speech software](https://www.banterspeech.com.au/tag/text-to-speech-software/)
- [sentence structures](https://www.banterspeech.com.au/tag/sentence-structures/)
- [unclear speech](https://www.banterspeech.com.au/tag/unclear-speech/)
- [preschoolers](https://www.banterspeech.com.au/tag/preschoolers/)
- [Brown's morphemes](https://www.banterspeech.com.au/tag/browns-morphemes/)
- [study tips](https://www.banterspeech.com.au/tag/study-tips/)
- [pointing](https://www.banterspeech.com.au/tag/pointing/)
- [gestures](https://www.banterspeech.com.au/tag/gestures/)
- [NZSPA Conference](https://www.banterspeech.com.au/tag/nzspa-conference/)
- [finger sucking](https://www.banterspeech.com.au/tag/finger-sucking/)
- [DLD](https://www.banterspeech.com.au/tag/dld/)
- [preschoolers who stutter](https://www.banterspeech.com.au/tag/preschoolers-who-stutter/)
- [audiobooks](https://www.banterspeech.com.au/tag/audiobooks/)
- [fables](https://www.banterspeech.com.au/tag/fables/)
- [listening](https://www.banterspeech.com.au/tag/listening/)
- [audiobooks for school-aged children](https://www.banterspeech.com.au/tag/audiobooks-for-school-aged-children/)
- [reading outcomes](https://www.banterspeech.com.au/tag/reading-outcomes/)
- [literacy achievement](https://www.banterspeech.com.au/tag/literacy-achievement/)
- [socioeconomic status and reading](https://www.banterspeech.com.au/tag/socioeconomic-status-and-reading/)
- [braces](https://www.banterspeech.com.au/tag/braces/)
- [lingual braces](https://www.banterspeech.com.au/tag/lingual-braces/)
- [labial braces](https://www.banterspeech.com.au/tag/labial-braces/)
- [braces and speech therapy](https://www.banterspeech.com.au/tag/braces-and-speech-therapy/)
- [language tips](https://www.banterspeech.com.au/tag/language-tips/)
- [language stimulation](https://www.banterspeech.com.au/tag/language-stimulation/)
- [child language development](https://www.banterspeech.com.au/tag/child-language-development/)
- [technology](https://www.banterspeech.com.au/tag/technology/)
- [screen time](https://www.banterspeech.com.au/tag/screen-time/)
- [speech therapy](https://www.banterspeech.com.au/tag/speech-therapy/)
- [reinforcers](https://www.banterspeech.com.au/tag/reinforcers/)
- [contingencies](https://www.banterspeech.com.au/tag/contingencies/)
- [imitation](https://www.banterspeech.com.au/tag/imitation/)
- [irregular past tense verbs](https://www.banterspeech.com.au/tag/irregular-past-tense-verbs/)
- [art](https://www.banterspeech.com.au/tag/art/)
- [Blanks 2](https://www.banterspeech.com.au/tag/blanks-2/)
- [Blanks 3](https://www.banterspeech.com.au/tag/blanks-3/)
- [Blanks 4](https://www.banterspeech.com.au/tag/blanks-4/)
- [language assessments](https://www.banterspeech.com.au/tag/language-assessments/)
- [discourse](https://www.banterspeech.com.au/tag/discourse/)
- [language sampling](https://www.banterspeech.com.au/tag/language-sampling/)
- [phonemic awareness](https://www.banterspeech.com.au/tag/phonemic-awareness/)
- [DTTC](https://www.banterspeech.com.au/tag/dttc/)
- [client feedback](https://www.banterspeech.com.au/tag/client-feedback/)
- [peer-reviewed research](https://www.banterspeech.com.au/tag/peer-reviewed-research/)
- [choosing the right speech pathologist](https://www.banterspeech.com.au/tag/choosing-the-right-speech-pathologist/)
- [idioms](https://www.banterspeech.com.au/tag/idioms/)
- [metaphors](https://www.banterspeech.com.au/tag/metaphors/)
- [similes](https://www.banterspeech.com.au/tag/similes/)
- [higher level language skills](https://www.banterspeech.com.au/tag/higher-level-language-skills/)
- [school-age children](https://www.banterspeech.com.au/tag/school-age-children/)
- [FANBOYS](https://www.banterspeech.com.au/tag/fanboys/)
- [conjunctions](https://www.banterspeech.com.au/tag/conjunctions/)
- [coordinating conjunctions](https://www.banterspeech.com.au/tag/coordinating-conjunctions/)
- [compound sentences](https://www.banterspeech.com.au/tag/compound-sentences/)
- [analogies](https://www.banterspeech.com.au/tag/analogies/)
- [books for preschoolers](https://www.banterspeech.com.au/tag/books-for-preschoolers/)
- [homophones](https://www.banterspeech.com.au/tag/homophones/)
- [homonyms](https://www.banterspeech.com.au/tag/homonyms/)
- [homographs](https://www.banterspeech.com.au/tag/homographs/)
- [ambiguous language](https://www.banterspeech.com.au/tag/ambiguous-language/)
- [complex sentences](https://www.banterspeech.com.au/tag/complex-sentences/)
- [mouthing](https://www.banterspeech.com.au/tag/mouthing/)
- [toddlers](https://www.banterspeech.com.au/tag/toddlers/)
- [proverbs](https://www.banterspeech.com.au/tag/proverbs/)
- [sayings](https://www.banterspeech.com.au/tag/sayings/)
- [sequencing](https://www.banterspeech.com.au/tag/sequencing/)
- [cause and effect](https://www.banterspeech.com.au/tag/cause-and-effect/)
- [sleep](https://www.banterspeech.com.au/tag/sleep/)
- [sleep and language](https://www.banterspeech.com.au/tag/sleep-and-language/)
- [sleep disorders](https://www.banterspeech.com.au/tag/sleep-disorders/)
- [communication disorders](https://www.banterspeech.com.au/tag/communication-disorders/)
- [on](https://www.banterspeech.com.au/tag/on/)
- [telehealth](https://www.banterspeech.com.au/tag/telehealth/)
- [follow their lead](https://www.banterspeech.com.au/tag/follow-their-lead/)
- [word choice](https://www.banterspeech.com.au/tag/word-choice/)
- [focused stimulation](https://www.banterspeech.com.au/tag/focused-stimulation/)
- [dose](https://www.banterspeech.com.au/tag/dose/)
- [buildups and breakdowns](https://www.banterspeech.com.au/tag/buildups-and-breakdowns/)
- [who questions](https://www.banterspeech.com.au/tag/who-questions/)
- [wh- questions](https://www.banterspeech.com.au/tag/wh-questions/)
- [fluency](https://www.banterspeech.com.au/tag/fluency/)
- [comprehension](https://www.banterspeech.com.au/tag/comprehension/)
- [encoding skills](https://www.banterspeech.com.au/tag/encoding-skills/)
- [academic verbs](https://www.banterspeech.com.au/tag/academic-verbs/)
- [essays](https://www.banterspeech.com.au/tag/essays/)
- [consonants](https://www.banterspeech.com.au/tag/consonants/)
- [persistent stuttering](https://www.banterspeech.com.au/tag/persistent-stuttering/)
- [encoding](https://www.banterspeech.com.au/tag/encoding/)
- [decoding](https://www.banterspeech.com.au/tag/decoding/)
- [decodable readers](https://www.banterspeech.com.au/tag/decodable-readers/)
- [readers](https://www.banterspeech.com.au/tag/readers/)
- [Scatter-Slayer Adventures](https://www.banterspeech.com.au/tag/scatter-slayer-adventures/)
- [reluctant readers](https://www.banterspeech.com.au/tag/reluctant-readers/)
- [therapy design](https://www.banterspeech.com.au/tag/therapy-design/)
- [therapy techniques](https://www.banterspeech.com.au/tag/therapy-techniques/)
- [speech restructuring](https://www.banterspeech.com.au/tag/speech-restructuring/)
- [stammering](https://www.banterspeech.com.au/tag/stammering/)
- [speech therapy questions](https://www.banterspeech.com.au/tag/speech-therapy-questions/)
- [prefixes](https://www.banterspeech.com.au/tag/prefixes/)
- [World knowledge](https://www.banterspeech.com.au/tag/world-knowledge/)
- [Skills for kids](https://www.banterspeech.com.au/tag/skills-for-kids/)
- [inclusion tips](https://www.banterspeech.com.au/tag/inclusion-tips/)
- [parent time](https://www.banterspeech.com.au/tag/parent-time/)
- [social use of language](https://www.banterspeech.com.au/tag/social-use-of-language/)
- [Speech pathology week](https://www.banterspeech.com.au/tag/speech-pathology-week/)
- [Communicating with confidence](https://www.banterspeech.com.au/tag/communicating-with-confidence/)
- [play-based intervention](https://www.banterspeech.com.au/tag/play-based-intervention/)
- [peer-mediated intervention](https://www.banterspeech.com.au/tag/peer-mediated-intervention/)
- [play dates](https://www.banterspeech.com.au/tag/play-dates/)
- [toys](https://www.banterspeech.com.au/tag/toys/)
- [play](https://www.banterspeech.com.au/tag/play/)
- [SENSE Theatre](https://www.banterspeech.com.au/tag/sense-theatre/)
- [theatre sports](https://www.banterspeech.com.au/tag/theatre-sports/)
- [functional communication](https://www.banterspeech.com.au/tag/functional-communication/)
- [ICF](https://www.banterspeech.com.au/tag/icf/)
- [functional outcomes](https://www.banterspeech.com.au/tag/functional-outcomes/)
- [F-word framework](https://www.banterspeech.com.au/tag/f-word-framework/)
- [DLD Awareness Day](https://www.banterspeech.com.au/tag/dld-awareness-day/)
- [DLD Guide](https://www.banterspeech.com.au/tag/dld-guide/)
- [parent tips](https://www.banterspeech.com.au/tag/parent-tips/)
- [extended code](https://www.banterspeech.com.au/tag/extended-code/)
- [shared reading](https://www.banterspeech.com.au/tag/shared-reading/)
- [teenagers](https://www.banterspeech.com.au/tag/teenagers/)
- [story builder](https://www.banterspeech.com.au/tag/story-builder/)
- [inferences](https://www.banterspeech.com.au/tag/inferences/)
- [inferencing skills](https://www.banterspeech.com.au/tag/inferencing-skills/)
- [books for stuttering therapy](https://www.banterspeech.com.au/tag/books-for-stuttering-therapy/)
- [learning to read](https://www.banterspeech.com.au/tag/learning-to-read/)
- [Big 5 Reading Skills](https://www.banterspeech.com.au/tag/big-5-reading-skills/)
- [traumatic brain injury](https://www.banterspeech.com.au/tag/traumatic-brain-injury/)
- [developmental language disorders](https://www.banterspeech.com.au/tag/developmental-language-disorders/)
- [standardised language assessments](https://www.banterspeech.com.au/tag/standardised-language-assessments/)
- [note taking skills](https://www.banterspeech.com.au/tag/note-taking-skills/)
- [note taking](https://www.banterspeech.com.au/tag/note-taking/)
- [supervision](https://www.banterspeech.com.au/tag/supervision/)
- [supervision of speech pathologists](https://www.banterspeech.com.au/tag/supervision-of-speech-pathologists/)
- [mentors](https://www.banterspeech.com.au/tag/mentors/)
- [reading apps](https://www.banterspeech.com.au/tag/reading-apps/)
- [reading programs](https://www.banterspeech.com.au/tag/reading-programs/)
- [reading software](https://www.banterspeech.com.au/tag/reading-software/)
- [improving reading skills](https://www.banterspeech.com.au/tag/improving-reading-skills/)
- [primary students](https://www.banterspeech.com.au/tag/primary-students/)
- [high school students](https://www.banterspeech.com.au/tag/high-school-students/)
- [spelling error types](https://www.banterspeech.com.au/tag/spelling-error-types/)
- [phonological errors](https://www.banterspeech.com.au/tag/phonological-errors/)
- [othographic errors](https://www.banterspeech.com.au/tag/othographic-errors/)
- [morphological errors](https://www.banterspeech.com.au/tag/morphological-errors/)
- [mental graphic representation errors](https://www.banterspeech.com.au/tag/mental-graphic-representation-errors/)
- [BOOSTeR](https://www.banterspeech.com.au/tag/booster/)
- [sight words](https://www.banterspeech.com.au/tag/sight-words/)
- [grapheme-phoneme correspondences](https://www.banterspeech.com.au/tag/grapheme-phoneme-correspondences/)
- [hearing loss](https://www.banterspeech.com.au/tag/hearing-loss/)
- [voice therapies](https://www.banterspeech.com.au/tag/voice-therapies/)
- [DevLangDis](https://www.banterspeech.com.au/tag/devlangdis/)
- [executive functions](https://www.banterspeech.com.au/tag/executive-functions/)
- [word decoding](https://www.banterspeech.com.au/tag/word-decoding/)
- [reading instruction](https://www.banterspeech.com.au/tag/reading-instruction/)
- [language content](https://www.banterspeech.com.au/tag/language-content/)
- [language use](https://www.banterspeech.com.au/tag/language-use/)
- [language form](https://www.banterspeech.com.au/tag/language-form/)
- [stories](https://www.banterspeech.com.au/tag/stories/)
- [lockdown](https://www.banterspeech.com.au/tag/lockdown/)
- [language therapy](https://www.banterspeech.com.au/tag/language-therapy/)
- [Deep Work](https://www.banterspeech.com.au/tag/deep-work/)
- [child speech intelligibility](https://www.banterspeech.com.au/tag/child-speech-intelligibility/)
- [ThinkLanguage](https://www.banterspeech.com.au/tag/thinklanguage/)
- [ThinkDLD](https://www.banterspeech.com.au/tag/thinkdld/)
- [word definitions](https://www.banterspeech.com.au/tag/word-definitions/)
- [power words](https://www.banterspeech.com.au/tag/power-words/)
- [fairytales](https://www.banterspeech.com.au/tag/fairytales/)
- [The Simple View of Reading](https://www.banterspeech.com.au/tag/the-simple-view-of-reading/)
- [word recognition](https://www.banterspeech.com.au/tag/word-recognition/)
- [language comprehension](https://www.banterspeech.com.au/tag/language-comprehension/)
- [Kindergarten](https://www.banterspeech.com.au/tag/kindergarten/)
- [Year 1](https://www.banterspeech.com.au/tag/year-1/)
- [background knowledge](https://www.banterspeech.com.au/tag/background-knowledge/)
- [tips for speech pathologists](https://www.banterspeech.com.au/tag/tips-for-speech-pathologists/)
- [job satisfaction](https://www.banterspeech.com.au/tag/job-satisfaction/)
- [standards](https://www.banterspeech.com.au/tag/standards/)
- [resistance](https://www.banterspeech.com.au/tag/resistance/)
- [graduates](https://www.banterspeech.com.au/tag/graduates/)
- [speech pathology graduate](https://www.banterspeech.com.au/tag/speech-pathology-graduate/)
- [systems](https://www.banterspeech.com.au/tag/systems/)
- [templates](https://www.banterspeech.com.au/tag/templates/)
- [heritage language](https://www.banterspeech.com.au/tag/heritage-language/)
- [speech pathology business](https://www.banterspeech.com.au/tag/speech-pathology-business/)
- [private practice](https://www.banterspeech.com.au/tag/private-practice/)
- [launching a speech pathology business](https://www.banterspeech.com.au/tag/launching-a-speech-pathology-business/)
- [staff communication](https://www.banterspeech.com.au/tag/staff-communication/)
- [flat teams](https://www.banterspeech.com.au/tag/flat-teams/)
- [perfectionism](https://www.banterspeech.com.au/tag/perfectionism/)
- [supervising perfectionists](https://www.banterspeech.com.au/tag/supervising-perfectionists/)
- [productivity](https://www.banterspeech.com.au/tag/productivity/)
- [improving your private practice](https://www.banterspeech.com.au/tag/improving-your-private-practice/)
- [student speech pathologists](https://www.banterspeech.com.au/tag/student-speech-pathologists/)
- [speech pathology systems](https://www.banterspeech.com.au/tag/speech-pathology-systems/)
- [short cuts for speech pathologists](https://www.banterspeech.com.au/tag/short-cuts-for-speech-pathologists/)
- [ebooks](https://www.banterspeech.com.au/tag/ebooks/)
- [refreshers for speech pathologists](https://www.banterspeech.com.au/tag/refreshers-for-speech-pathologists/)
- [therapy essentials](https://www.banterspeech.com.au/tag/therapy-essentials/)
- [expositions](https://www.banterspeech.com.au/tag/expositions/)
- [persuasive discourse](https://www.banterspeech.com.au/tag/persuasive-discourse/)
- [resonant voice therapy](https://www.banterspeech.com.au/tag/resonant-voice-therapy/)
- [muscle tension dysphonia](https://www.banterspeech.com.au/tag/muscle-tension-dysphonia/)
- [role models](https://www.banterspeech.com.au/tag/role-models/)
- [early career speech pathologists](https://www.banterspeech.com.au/tag/early-career-speech-pathologists/)
- [cochlear implant](https://www.banterspeech.com.au/tag/cochlear-implant/)
- [Simple View of Reading](https://www.banterspeech.com.au/tag/simple-view-of-reading/)
- [Narrow View of Reading](https://www.banterspeech.com.au/tag/narrow-view-of-reading/)
- [Banter Booster](https://www.banterspeech.com.au/tag/banter-booster/)
- [newsletter](https://www.banterspeech.com.au/tag/newsletter/)
- [variable inputs](https://www.banterspeech.com.au/tag/variable-inputs/)
- [transferral](https://www.banterspeech.com.au/tag/transferral/)
- [professional development](https://www.banterspeech.com.au/tag/professional-development/)
- [language and behaviour](https://www.banterspeech.com.au/tag/language-and-behaviour/)
- [behaviour](https://www.banterspeech.com.au/tag/behaviour/)
- [job interview](https://www.banterspeech.com.au/tag/job-interview/)
- [questions for job interview](https://www.banterspeech.com.au/tag/questions-for-job-interview/)
- [speech pathology interview](https://www.banterspeech.com.au/tag/speech-pathology-interview/)
- [office politics](https://www.banterspeech.com.au/tag/office-politics/)
- [transparency](https://www.banterspeech.com.au/tag/transparency/)
- [biases](https://www.banterspeech.com.au/tag/biases/)
- [access](https://www.banterspeech.com.au/tag/access/)
- [team](https://www.banterspeech.com.au/tag/team/)
- [networkings](https://www.banterspeech.com.au/tag/networkings/)
- [networking](https://www.banterspeech.com.au/tag/networking/)
- [children with developmental language disorder](https://www.banterspeech.com.au/tag/children-with-developmental-language-disorder/)
- [friendship](https://www.banterspeech.com.au/tag/friendship/)
- [inclusion](https://www.banterspeech.com.au/tag/inclusion/)
- [frustrations](https://www.banterspeech.com.au/tag/frustrations/)
- [language difficulties](https://www.banterspeech.com.au/tag/language-difficulties/)
- [managing yourself](https://www.banterspeech.com.au/tag/managing-yourself/)
- [dose form](https://www.banterspeech.com.au/tag/dose-form/)
- [morphosyntax](https://www.banterspeech.com.au/tag/morphosyntax/)
- [video blog](https://www.banterspeech.com.au/tag/video-blog/)
- [employment agreement template](https://www.banterspeech.com.au/tag/employment-agreement-template/)
- [NDIS Price Guide](https://www.banterspeech.com.au/tag/ndis-price-guide/)
- [short notice cancellations](https://www.banterspeech.com.au/tag/short-notice-cancellations/)
- [award wages](https://www.banterspeech.com.au/tag/award-wages/)
- [supervising speech pathologists](https://www.banterspeech.com.au/tag/supervising-speech-pathologists/)
- [productivity tips](https://www.banterspeech.com.au/tag/productivity-tips/)
- [reading and maths](https://www.banterspeech.com.au/tag/reading-and-maths/)
- [book language](https://www.banterspeech.com.au/tag/book-language/)
- [uncertainty](https://www.banterspeech.com.au/tag/uncertainty/)
- [norm-referenced](https://www.banterspeech.com.au/tag/norm-referenced/)
- [CELF-5](https://www.banterspeech.com.au/tag/celf-5/)
- [CELF-P3](https://www.banterspeech.com.au/tag/celf-p3/)
- [YARC](https://www.banterspeech.com.au/tag/yarc/)
- [supervisor](https://www.banterspeech.com.au/tag/supervisor/)
- [burnout](https://www.banterspeech.com.au/tag/burnout/)
- [mentor](https://www.banterspeech.com.au/tag/mentor/)
- [infant directed speech](https://www.banterspeech.com.au/tag/infant-directed-speech/)
- [parentese](https://www.banterspeech.com.au/tag/parentese/)
- [professionalism](https://www.banterspeech.com.au/tag/professionalism/)
- [difficult conversations](https://www.banterspeech.com.au/tag/difficult-conversations/)
- [left-handed](https://www.banterspeech.com.au/tag/left-handed/)
- [right-handed](https://www.banterspeech.com.au/tag/right-handed/)
- [reading tests](https://www.banterspeech.com.au/tag/reading-tests/)
- [motivation](https://www.banterspeech.com.au/tag/motivation/)
- [Sounds-Write](https://www.banterspeech.com.au/tag/sounds-write/)
- [sequence](https://www.banterspeech.com.au/tag/sequence/)
- [grapheme](https://www.banterspeech.com.au/tag/grapheme/)
- [workplace bullying](https://www.banterspeech.com.au/tag/workplace-bullying/)
- [adults](https://www.banterspeech.com.au/tag/adults/)
- [appreciation](https://www.banterspeech.com.au/tag/appreciation/)
- [employees](https://www.banterspeech.com.au/tag/employees/)
- [early language development](https://www.banterspeech.com.au/tag/early-language-development/)
- [low socioeconomic background](https://www.banterspeech.com.au/tag/low-socioeconomic-background/)
- [inequality](https://www.banterspeech.com.au/tag/inequality/)
- [conflict](https://www.banterspeech.com.au/tag/conflict/)
- [workplace relationships](https://www.banterspeech.com.au/tag/workplace-relationships/)
- [perspective](https://www.banterspeech.com.au/tag/perspective/)
- [NDIS Basics](https://www.banterspeech.com.au/tag/ndis-basics/)
- [neurodevelopmental disorder](https://www.banterspeech.com.au/tag/neurodevelopmental-disorder/)
- [neurodevelopmental](https://www.banterspeech.com.au/tag/neurodevelopmental/)
- [ID](https://www.banterspeech.com.au/tag/id/)
- [NDIS](https://www.banterspeech.com.au/tag/ndis/)
- [NDIS code of conduct](https://www.banterspeech.com.au/tag/ndis-code-of-conduct/)
- [complaints management](https://www.banterspeech.com.au/tag/complaints-management/)
- [health literacy](https://www.banterspeech.com.au/tag/health-literacy/)
- [communication disabilities](https://www.banterspeech.com.au/tag/communication-disabilities/)
- [NDIS Early Childhood Approach](https://www.banterspeech.com.au/tag/ndis-early-childhood-approach/)
- [PEEL](https://www.banterspeech.com.au/tag/peel/)
- [TEEL](https://www.banterspeech.com.au/tag/teel/)
- [NAPLAN](https://www.banterspeech.com.au/tag/naplan/)
- [persuasive writing](https://www.banterspeech.com.au/tag/persuasive-writing/)
- [five-paragraph essay structure](https://www.banterspeech.com.au/tag/five-paragraph-essay-structure/)
- [NDIS access](https://www.banterspeech.com.au/tag/ndis-access/)
- [NDIS Act](https://www.banterspeech.com.au/tag/ndis-act/)
- [disability requirements under the NDIS ACT](https://www.banterspeech.com.au/tag/disability-requirements-under-the-ndis-act/)
- [mentorship](https://www.banterspeech.com.au/tag/mentorship/)
- [professional relationships](https://www.banterspeech.com.au/tag/professional-relationships/)
- [rest](https://www.banterspeech.com.au/tag/rest/)
- [relaxation](https://www.banterspeech.com.au/tag/relaxation/)
- [rejuvenate](https://www.banterspeech.com.au/tag/rejuvenate/)
- [recover](https://www.banterspeech.com.au/tag/recover/)
- [allied health professionals](https://www.banterspeech.com.au/tag/allied-health-professionals/)
- [caseloads](https://www.banterspeech.com.au/tag/caseloads/)
- [avoiding burnout](https://www.banterspeech.com.au/tag/avoiding-burnout/)
- [speech pathology career](https://www.banterspeech.com.au/tag/speech-pathology-career/)
- [intentional behaviours](https://www.banterspeech.com.au/tag/intentional-behaviours/)
- [sentence combining](https://www.banterspeech.com.au/tag/sentence-combining/)
- [simple sentences](https://www.banterspeech.com.au/tag/simple-sentences/)
- [vowels](https://www.banterspeech.com.au/tag/vowels/)
- [split digraphs](https://www.banterspeech.com.au/tag/split-digraphs/)
- [digraphs](https://www.banterspeech.com.au/tag/digraphs/)
- [schwa](https://www.banterspeech.com.au/tag/schwa/)
- [diphthongs](https://www.banterspeech.com.au/tag/diphthongs/)
- [coarticulation](https://www.banterspeech.com.au/tag/coarticulation/)
- [vowel hand sign system](https://www.banterspeech.com.au/tag/vowel-hand-sign-system/)
- [joint attention](https://www.banterspeech.com.au/tag/joint-attention/)
- [social thinking](https://www.banterspeech.com.au/tag/social-thinking/)
- [non-verbal communication](https://www.banterspeech.com.au/tag/non-verbal-communication/)
- [babbling](https://www.banterspeech.com.au/tag/babbling/)
- [AI](https://www.banterspeech.com.au/tag/ai/)
- [LLM](https://www.banterspeech.com.au/tag/llm/)
- [Large Language Models](https://www.banterspeech.com.au/tag/large-language-models/)
- [ChatGPT](https://www.banterspeech.com.au/tag/chatgpt/)
- [thinking](https://www.banterspeech.com.au/tag/thinking/)
- [supported decision-making](https://www.banterspeech.com.au/tag/supported-decision-making/)
- [disability advocacy](https://www.banterspeech.com.au/tag/disability-advocacy/)
- [legal capactiy](https://www.banterspeech.com.au/tag/legal-capactiy/)
- [writing assessments](https://www.banterspeech.com.au/tag/writing-assessments/)
- [writing samples](https://www.banterspeech.com.au/tag/writing-samples/)
- [graduate speech pathologists](https://www.banterspeech.com.au/tag/graduate-speech-pathologists/)
- [new speech pathologist](https://www.banterspeech.com.au/tag/new-speech-pathologist/)
- [speech pathology student](https://www.banterspeech.com.au/tag/speech-pathology-student/)
- [workplace rights and responsibilities](https://www.banterspeech.com.au/tag/workplace-rights-and-responsibilities/)
- [Health Professionals and Support Services Award](https://www.banterspeech.com.au/tag/health-professionals-and-support-services-award/)
- [disorganisation](https://www.banterspeech.com.au/tag/disorganisation/)
- [disorganization](https://www.banterspeech.com.au/tag/disorganization/)
- [metacognitive awareness](https://www.banterspeech.com.au/tag/metacognitive-awareness/)
- [strategies to get schoolwork done](https://www.banterspeech.com.au/tag/strategies-to-get-schoolwork-done/)
- [dysgraphia](https://www.banterspeech.com.au/tag/dysgraphia/)
- [written expression](https://www.banterspeech.com.au/tag/written-expression/)
- [writing development](https://www.banterspeech.com.au/tag/writing-development/)
- [writing difficulties](https://www.banterspeech.com.au/tag/writing-difficulties/)
- [writing sentences](https://www.banterspeech.com.au/tag/writing-sentences/)
- [paragraph writing](https://www.banterspeech.com.au/tag/paragraph-writing/)
- [writing intervention](https://www.banterspeech.com.au/tag/writing-intervention/)
- [career transitions](https://www.banterspeech.com.au/tag/career-transitions/)
- [job change](https://www.banterspeech.com.au/tag/job-change/)
- [resistence](https://www.banterspeech.com.au/tag/resistence/)
- [early career](https://www.banterspeech.com.au/tag/early-career/)
- [reluctant writers](https://www.banterspeech.com.au/tag/reluctant-writers/)
- [whisper trick](https://www.banterspeech.com.au/tag/whisper-trick/)
- [oral language development](https://www.banterspeech.com.au/tag/oral-language-development/)
- [letter sound sequence](https://www.banterspeech.com.au/tag/letter-sound-sequence/)
- [letters](https://www.banterspeech.com.au/tag/letters/)
- [sounds](https://www.banterspeech.com.au/tag/sounds/)
- [continuants](https://www.banterspeech.com.au/tag/continuants/)
- [GPCs](https://www.banterspeech.com.au/tag/gpcs/)
- [consonant digraphs](https://www.banterspeech.com.au/tag/consonant-digraphs/)
- [CCVC](https://www.banterspeech.com.au/tag/ccvc/)
- [reading accuracy](https://www.banterspeech.com.au/tag/reading-accuracy/)
- [CVC](https://www.banterspeech.com.au/tag/cvc/)
- [morphemes](https://www.banterspeech.com.au/tag/morphemes/)
- [inflectional morphemes](https://www.banterspeech.com.au/tag/inflectional-morphemes/)
- [early reading](https://www.banterspeech.com.au/tag/early-reading/)
- [beginner readers](https://www.banterspeech.com.au/tag/beginner-readers/)
- [decodable books](https://www.banterspeech.com.au/tag/decodable-books/)
- [magnetic letters](https://www.banterspeech.com.au/tag/magnetic-letters/)
- [dictation](https://www.banterspeech.com.au/tag/dictation/)
- [literacy leaders](https://www.banterspeech.com.au/tag/literacy-leaders/)
- [mirror trick](https://www.banterspeech.com.au/tag/mirror-trick/)
- [sounding out words](https://www.banterspeech.com.au/tag/sounding-out-words/)
- [reading aloud](https://www.banterspeech.com.au/tag/reading-aloud/)
- [short vowels](https://www.banterspeech.com.au/tag/short-vowels/)
- [basic code](https://www.banterspeech.com.au/tag/basic-code/)
- [letter-sounds](https://www.banterspeech.com.au/tag/letter-sounds/)
- [mnemonics](https://www.banterspeech.com.au/tag/mnemonics/)
- [decodable sentences](https://www.banterspeech.com.au/tag/decodable-sentences/)
- [Grammarly](https://www.banterspeech.com.au/tag/grammarly/)
- [syllables](https://www.banterspeech.com.au/tag/syllables/)
- [vowel-consonant-break strategy](https://www.banterspeech.com.au/tag/vowel-consonant-break-strategy/)
- [spelling rules](https://www.banterspeech.com.au/tag/spelling-rules/)
- [doubling rule](https://www.banterspeech.com.au/tag/doubling-rule/)
- [cross-curriculum words](https://www.banterspeech.com.au/tag/cross-curriculum-words/)
- [magic e](https://www.banterspeech.com.au/tag/magic-e/)
- [bossy e](https://www.banterspeech.com.au/tag/bossy-e/)
- [silent e](https://www.banterspeech.com.au/tag/silent-e/)
- [writing resources](https://www.banterspeech.com.au/tag/writing-resources/)
- [morphology](https://www.banterspeech.com.au/tag/morphology/)
- [maths language](https://www.banterspeech.com.au/tag/maths-language/)
- [Oakville Program](https://www.banterspeech.com.au/tag/oakville-program/)
- [handwriting fluency](https://www.banterspeech.com.au/tag/handwriting-fluency/)
- [suffixes](https://www.banterspeech.com.au/tag/suffixes/)
- [bases](https://www.banterspeech.com.au/tag/bases/)
- [text types](https://www.banterspeech.com.au/tag/text-types/)
- [reports](https://www.banterspeech.com.au/tag/reports/)
- [text generation skills](https://www.banterspeech.com.au/tag/text-generation-skills/)
- [transcription skills](https://www.banterspeech.com.au/tag/transcription-skills/)
- [writing nook](https://www.banterspeech.com.au/tag/writing-nook/)
- [Study nook](https://www.banterspeech.com.au/tag/study-nook/)
- [storytelling](https://www.banterspeech.com.au/tag/storytelling/)
- [grammar](https://www.banterspeech.com.au/tag/grammar/)
- [higher-level oral language skills](https://www.banterspeech.com.au/tag/higher-level-oral-language-skills/)
- [story grammar](https://www.banterspeech.com.au/tag/story-grammar/)
- [reluctant writer](https://www.banterspeech.com.au/tag/reluctant-writer/)
- [ebook](https://www.banterspeech.com.au/tag/ebook/)
- [writing courses](https://www.banterspeech.com.au/tag/writing-courses/)
- [relative clauses](https://www.banterspeech.com.au/tag/relative-clauses/)
- [coordinated clauses](https://www.banterspeech.com.au/tag/coordinated-clauses/)
- [subordinated clauses](https://www.banterspeech.com.au/tag/subordinated-clauses/)
- [word order](https://www.banterspeech.com.au/tag/word-order/)
- [fine motor skills](https://www.banterspeech.com.au/tag/fine-motor-skills/)
- [language skills](https://www.banterspeech.com.au/tag/language-skills/)
- [insomnia](https://www.banterspeech.com.au/tag/insomnia/)
- [NDIS provider](https://www.banterspeech.com.au/tag/ndis-provider/)
- [NDIS compliance](https://www.banterspeech.com.au/tag/ndis-compliance/)
- [for](https://www.banterspeech.com.au/tag/for/)
- [and](https://www.banterspeech.com.au/tag/and/)
- [nor](https://www.banterspeech.com.au/tag/nor/)
- [but](https://www.banterspeech.com.au/tag/but/)
- [or](https://www.banterspeech.com.au/tag/or/)
- [yet](https://www.banterspeech.com.au/tag/yet/)
- [so](https://www.banterspeech.com.au/tag/so/)
- [screening](https://www.banterspeech.com.au/tag/screening/)
- [writing competition](https://www.banterspeech.com.au/tag/writing-competition/)
- [self-regulation writing strategies](https://www.banterspeech.com.au/tag/self-regulation-writing-strategies/)
- [input phonics](https://www.banterspeech.com.au/tag/input-phonics/)
- [study strategies](https://www.banterspeech.com.au/tag/study-strategies/)
- [retrieval practice](https://www.banterspeech.com.au/tag/retrieval-practice/)
- [distributed practice](https://www.banterspeech.com.au/tag/distributed-practice/)
- [elaborative study techniques](https://www.banterspeech.com.au/tag/elaborative-study-techniques/)
- [spaced retrieval practice](https://www.banterspeech.com.au/tag/spaced-retrieval-practice/)
- [new words](https://www.banterspeech.com.au/tag/new-words/)
- [diagnosis](https://www.banterspeech.com.au/tag/diagnosis/)
- [dyslexia stereotypes](https://www.banterspeech.com.au/tag/dyslexia-stereotypes/)
- [DLD Resources](https://www.banterspeech.com.au/tag/dld-resources/)
- [writing assistance](https://www.banterspeech.com.au/tag/writing-assistance/)
- [learning to write](https://www.banterspeech.com.au/tag/learning-to-write/)
- [explicit writing instruction](https://www.banterspeech.com.au/tag/explicit-writing-instruction/)
- [goal setting](https://www.banterspeech.com.au/tag/goal-setting/)
- [client-centred care](https://www.banterspeech.com.au/tag/client-centred-care/)
- [family-centred care](https://www.banterspeech.com.au/tag/family-centred-care/)
- [Wheel of Independence](https://www.banterspeech.com.au/tag/wheel-of-independence/)
- [daily living skills](https://www.banterspeech.com.au/tag/daily-living-skills/)
- [independence](https://www.banterspeech.com.au/tag/independence/)
- [strengths](https://www.banterspeech.com.au/tag/strengths/)
- [abilities](https://www.banterspeech.com.au/tag/abilities/)
- [banter booster premium](https://www.banterspeech.com.au/tag/banter-booster-premium/)
- [social situations](https://www.banterspeech.com.au/tag/social-situations/)
- [Participation](https://www.banterspeech.com.au/tag/participation/)
- [dosage](https://www.banterspeech.com.au/tag/dosage/)
- [Foundational Supports](https://www.banterspeech.com.au/tag/foundational-supports/)
- [SLP](https://www.banterspeech.com.au/tag/slp/)
- [learning](https://www.banterspeech.com.au/tag/learning/)
- [Conversation](https://www.banterspeech.com.au/tag/conversation/)
- [School](https://www.banterspeech.com.au/tag/school/)
- [Learning support educators](https://www.banterspeech.com.au/tag/learning-support-educators/)
- [school success](https://www.banterspeech.com.au/tag/school-success/)
- [speech sound disorder](https://www.banterspeech.com.au/tag/speech-sound-disorder/)
- [stutter-affirming care](https://www.banterspeech.com.au/tag/stutter-affirming-care/)
- [stuttering support](https://www.banterspeech.com.au/tag/stuttering-support/)
- [conversation skills](https://www.banterspeech.com.au/tag/conversation-skills/)
- [autism](https://www.banterspeech.com.au/tag/autism/)
- [SSD](https://www.banterspeech.com.au/tag/ssd/)
- [conversation prompts](https://www.banterspeech.com.au/tag/conversation-prompts/)
- [treatment for lisps](https://www.banterspeech.com.au/tag/treatment-for-lisps/)
- [emotions](https://www.banterspeech.com.au/tag/emotions/)
- [emotional regulation](https://www.banterspeech.com.au/tag/emotional-regulation/)
- [adolescents who stutter](https://www.banterspeech.com.au/tag/adolescents-who-stutter/)
- [language acquisition](https://www.banterspeech.com.au/tag/language-acquisition/)
- [language and literacy difficulties](https://www.banterspeech.com.au/tag/language-and-literacy-difficulties/)
- [LLDs](https://www.banterspeech.com.au/tag/llds/)
- [science vocabulary](https://www.banterspeech.com.au/tag/science-vocabulary/)
- [/r/ sound](https://www.banterspeech.com.au/tag/r-sound/)
- [social interaction](https://www.banterspeech.com.au/tag/social-interaction/)
- [innovation](https://www.banterspeech.com.au/tag/innovation/)
- [NDIS participants](https://www.banterspeech.com.au/tag/ndis-participants/)
- [NDIS providers](https://www.banterspeech.com.au/tag/ndis-providers/)
- [NDIS Reforms](https://www.banterspeech.com.au/tag/ndis-reforms/)
- [NDIS registration](https://www.banterspeech.com.au/tag/ndis-registration/)
- [allied health providers](https://www.banterspeech.com.au/tag/allied-health-providers/)
- [thriving kids](https://www.banterspeech.com.au/tag/thriving-kids/)
- [NDIS supports](https://www.banterspeech.com.au/tag/ndis-supports/)
- [Positive Partnerships](https://www.banterspeech.com.au/tag/positive-partnerships/)
- [Managers](https://www.banterspeech.com.au/tag/managers/)
- [SLP Private Practice](https://www.banterspeech.com.au/tag/slp-private-practice/)
- [SLP Sparks](https://www.banterspeech.com.au/tag/slp-sparks/)
- [SLP team](https://www.banterspeech.com.au/tag/slp-team/)
- [speech pathology employee](https://www.banterspeech.com.au/tag/speech-pathology-employee/)
- [employment agreement](https://www.banterspeech.com.au/tag/employment-agreement/)
- [AHPRA](https://www.banterspeech.com.au/tag/ahpra/)
- [regulation of SLPs in Australia](https://www.banterspeech.com.au/tag/regulation-of-slps-in-australia/)
- [SPA](https://www.banterspeech.com.au/tag/spa/)
- [ACCC](https://www.banterspeech.com.au/tag/accc/)
- [NDIS Commission](https://www.banterspeech.com.au/tag/ndis-commission/)
- [toddlers who stutter](https://www.banterspeech.com.au/tag/toddlers-who-stutter/)
- [Evidence Advisory Committee](https://www.banterspeech.com.au/tag/evidence-advisory-committee/)
- [IEPs](https://www.banterspeech.com.au/tag/ieps/)
- [Individual Education Plans](https://www.banterspeech.com.au/tag/individual-education-plans/)
- [adolescents](https://www.banterspeech.com.au/tag/adolescents/)
- [respect](https://www.banterspeech.com.au/tag/respect/)
- [leadership](https://www.banterspeech.com.au/tag/leadership/)
- [School supports](https://www.banterspeech.com.au/tag/school-supports/)
- [NDIS Therapy Pilot](https://www.banterspeech.com.au/tag/ndis-therapy-pilot/)
- [stuttering therapy](https://www.banterspeech.com.au/tag/stuttering-therapy/)
- [verbal diversity](https://www.banterspeech.com.au/tag/verbal-diversity/)
- [foundational reading skills](https://www.banterspeech.com.au/tag/foundational-reading-skills/)
- [Reading is Language Model](https://www.banterspeech.com.au/tag/reading-is-language-model/)
- [word reading](https://www.banterspeech.com.au/tag/word-reading/)
- [oral language skills](https://www.banterspeech.com.au/tag/oral-language-skills/)
- [phoneme awareness](https://www.banterspeech.com.au/tag/phoneme-awareness/)
- [letter knowledge](https://www.banterspeech.com.au/tag/letter-knowledge/)
- [RAN](https://www.banterspeech.com.au/tag/ran/)
- [shyness](https://www.banterspeech.com.au/tag/shyness/)
- [shy children](https://www.banterspeech.com.au/tag/shy-children/)
- [literacy teaching](https://www.banterspeech.com.au/tag/literacy-teaching/)

## Product categories

- [Stuttering](https://www.banterspeech.com.au/product-category/stuttering/)
- [Language](https://www.banterspeech.com.au/product-category/language/)
- [Speech](https://www.banterspeech.com.au/product-category/speech/)
- [Reading and Writing](https://www.banterspeech.com.au/product-category/reading/)
- [High School](https://www.banterspeech.com.au/product-category/high-school/)
- [Business Templates](https://www.banterspeech.com.au/product-category/business-templates/)
- [Writing](https://www.banterspeech.com.au/product-category/writing/)
- [NAPLAN](https://www.banterspeech.com.au/product-category/naplan/)
- [NDIS Templates](https://www.banterspeech.com.au/product-category/ndis-templates/)
- [Primary School](https://www.banterspeech.com.au/product-category/primary-school/)
- [Uncategorised](https://www.banterspeech.com.au/product-category/uncategorised/)
- [Scatter-Slayer Adventures](https://www.banterspeech.com.au/product-category/scatter-slayer-adventures/)
- [Theory of Mind](https://www.banterspeech.com.au/product-category/theory-of-mind/)
- [Verbal Reasoning](https://www.banterspeech.com.au/product-category/verbal-reasoning/)
- [TBE](https://www.banterspeech.com.au/product-category/tbe/)
- [Language Level 1](https://www.banterspeech.com.au/product-category/language/ll1/)
- [Language Level 2](https://www.banterspeech.com.au/product-category/language/ll2/)
- [Language Level 3](https://www.banterspeech.com.au/product-category/language/ll3/)
- [Language Level 4](https://www.banterspeech.com.au/product-category/language/ll4/)
- [Language Level 5](https://www.banterspeech.com.au/product-category/language/ll5/)
- [Reading and Writing Level 1](https://www.banterspeech.com.au/product-category/reading/rl1/)
- [Reading and Writing Level 2](https://www.banterspeech.com.au/product-category/reading/rl2/)
- [Reading and Writing Level 3](https://www.banterspeech.com.au/product-category/reading/rl3/)
- [Reading and Writing Level 4](https://www.banterspeech.com.au/product-category/reading/rl4/)
- [Reading and Writing Level 5](https://www.banterspeech.com.au/product-category/reading/rl5/)
- [Reading and Writing Level 6](https://www.banterspeech.com.au/product-category/reading/rl6/)
- [Reading and Writing Level 7](https://www.banterspeech.com.au/product-category/reading/rl7/)
- [Reading and Writing Level 8](https://www.banterspeech.com.au/product-category/reading/rl8/)
- [A. Developmental](https://www.banterspeech.com.au/product-category/speech/a-developmental/)
- [B. Cycles Approach](https://www.banterspeech.com.au/product-category/speech/b-cycles-approach/)
- [C. Complexity Approach & Clusters](https://www.banterspeech.com.au/product-category/speech/c-complexity-approach-clusters/)
- [D. Contrastive Approach with minimal pairs and near minimal pairs](https://www.banterspeech.com.au/product-category/speech/d-contrastive-approach-with-minimal-pairs-and-near-minimal-pairs/)
- [E. Lisps and /r/ articulation programs](https://www.banterspeech.com.au/product-category/speech/e-lisps-and-r-articulation-programs/)
- [F. Principles of Motor Learning Approach in Discourse for literate clients](https://www.banterspeech.com.au/product-category/speech/f-principles-of-motor-learning-approach-in-discourse-for-literate-clients/)
- [Bundles](https://www.banterspeech.com.au/product-category/bundles/)
- [Client Intake, Appointment Confirmation, and Questionnaires](https://www.banterspeech.com.au/product-category/business-templates/client-questionnaires/) - Client Questionnaires for speech pathologists
- [Employment Agreements](https://www.banterspeech.com.au/product-category/business-templates/employment-agreements/) - Employment Agreements for Speech Pathologists
- [Session Planning](https://www.banterspeech.com.au/product-category/business-templates/session-planning/) - Resources for speech pathologists to plan their therapy sessions
- [Networking](https://www.banterspeech.com.au/product-category/business-templates/networking/) - Introduction, business networking and child speech and language screening letters and forms for speech pathologists
- [Policies and Procedures](https://www.banterspeech.com.au/product-category/business-templates/policies-and-procedures-business-templates/) - Business policy and procedures templates for speech pathologists
- [Business Operations Tools](https://www.banterspeech.com.au/product-category/business-templates/business-operations-tools/) - Tools for running your speech pathology business
- [Client Correspondence](https://www.banterspeech.com.au/product-category/business-templates/client-correspondence/) - Email and letter templates for client correspondence
- [eCommerce Resources](https://www.banterspeech.com.au/product-category/business-templates/ecommerce-resources/) - Resources for speech pathologists creating, marketing and selling their products.
- [Clinic Templates Manual](https://www.banterspeech.com.au/product-category/business-templates/clinic-templates-manual/) - The SLP private practice clinic templates manual is packed with 18 templates, all based on resources we use to run our busy speech pathology practice.
- [Supervision](https://www.banterspeech.com.au/product-category/supervision/)
- [Speech Pathology Week](https://www.banterspeech.com.au/product-category/speech-pathology-week/)
- [Think Then Write Workbooks](https://www.banterspeech.com.au/product-category/think-then-write-workbooks/)
- [Home Page Products](https://www.banterspeech.com.au/product-category/home-page-products/)
- [Christmas Resources](https://www.banterspeech.com.au/product-category/christmas-resources/)
- [April](https://www.banterspeech.com.au/product-category/april/)
- [Aug](https://www.banterspeech.com.au/product-category/aug/)
- [Dec](https://www.banterspeech.com.au/product-category/dec/)
- [Feb](https://www.banterspeech.com.au/product-category/feb/)
- [Flowers](https://www.banterspeech.com.au/product-category/flowers/)
- [Jan](https://www.banterspeech.com.au/product-category/jan/)
- [July](https://www.banterspeech.com.au/product-category/july/)
- [June](https://www.banterspeech.com.au/product-category/june/)
- [March](https://www.banterspeech.com.au/product-category/march/)
- [May](https://www.banterspeech.com.au/product-category/may/)
- [Merch](https://www.banterspeech.com.au/product-category/merch/)
- [Nov](https://www.banterspeech.com.au/product-category/nov/)
- [Oct](https://www.banterspeech.com.au/product-category/oct/)
- [Sep](https://www.banterspeech.com.au/product-category/sep/)
- [Tools](https://www.banterspeech.com.au/product-category/tools/)

## Product tags

- [Lidcombe Program](https://www.banterspeech.com.au/product-tag/lidcombe-program/)
- [stuttering](https://www.banterspeech.com.au/product-tag/stuttering/)
- [reinforcements](https://www.banterspeech.com.au/product-tag/reinforcements/)
- [pirates](https://www.banterspeech.com.au/product-tag/pirates/)
- [butterflies](https://www.banterspeech.com.au/product-tag/butterflies/)
- [trolls](https://www.banterspeech.com.au/product-tag/trolls/)
- [child language resources](https://www.banterspeech.com.au/product-tag/child-language-resources/)
- [child language therapy](https://www.banterspeech.com.au/product-tag/child-language-therapy/)
- [vocabulary](https://www.banterspeech.com.au/product-tag/vocabulary/)
- [narratives](https://www.banterspeech.com.au/product-tag/narratives/)
- [Westmead Program](https://www.banterspeech.com.au/product-tag/westmead-program/)
- [grammar](https://www.banterspeech.com.au/product-tag/grammar/)
- [indirect requests](https://www.banterspeech.com.au/product-tag/indirect-requests/)
- [conjunctions](https://www.banterspeech.com.au/product-tag/conjunctions/)
- [why questions](https://www.banterspeech.com.au/product-tag/why-questions/)
- [auditory bombardment](https://www.banterspeech.com.au/product-tag/auditory-bombardment/)
- [because](https://www.banterspeech.com.au/product-tag/because/)
- [subject-verb](https://www.banterspeech.com.au/product-tag/subject-verb/)
- [SV](https://www.banterspeech.com.au/product-tag/sv/)
- [subject-verb-object](https://www.banterspeech.com.au/product-tag/subject-verb-object/)
- [SVO](https://www.banterspeech.com.au/product-tag/svo/)
- [subject-verb-complement](https://www.banterspeech.com.au/product-tag/subject-verb-complement/)
- [SVC](https://www.banterspeech.com.au/product-tag/svc/)
- [when](https://www.banterspeech.com.au/product-tag/when/)
- [when questions](https://www.banterspeech.com.au/product-tag/when-questions/)
- [robot talking](https://www.banterspeech.com.au/product-tag/robot-talking/)
- [child who stutter](https://www.banterspeech.com.au/product-tag/child-who-stutter/)
- [sound cards](https://www.banterspeech.com.au/product-tag/sound-cards/)
- [speech sounds](https://www.banterspeech.com.au/product-tag/speech-sounds/)
- [carrier phrases](https://www.banterspeech.com.au/product-tag/carrier-phrases/)
- [speech therapy](https://www.banterspeech.com.au/product-tag/speech-therapy/)
- [voice therapy](https://www.banterspeech.com.au/product-tag/voice-therapy/)
- [stuttering therapy](https://www.banterspeech.com.au/product-tag/stuttering-therapy/)
- [Developmental Language Disorder](https://www.banterspeech.com.au/product-tag/developmental-language-disorder/)
- [devlangdis](https://www.banterspeech.com.au/product-tag/devlangdis/)
- [red flags](https://www.banterspeech.com.au/product-tag/red-flags/)
- [SV Sentences](https://www.banterspeech.com.au/product-tag/sv-sentences/)
- [SVO Sentences](https://www.banterspeech.com.au/product-tag/svo-sentences/)
- [SVC Sentences](https://www.banterspeech.com.au/product-tag/svc-sentences/)
- [SNegV](https://www.banterspeech.com.au/product-tag/snegv/)
- [Subject-Negative (Not)-Verb Sentences](https://www.banterspeech.com.au/product-tag/subject-negative-not-verb-sentences/)
- [Subject Negative (Can't) Verb Sentences](https://www.banterspeech.com.au/product-tag/subject-negative-cant-verb-sentences/)
- [Subject-Negative (Don't) Verb Sentences](https://www.banterspeech.com.au/product-tag/subject-negative-dont-verb-sentences/)
- [SVOA](https://www.banterspeech.com.au/product-tag/svoa/)
- [Subject verb object adverbial phrase](https://www.banterspeech.com.au/product-tag/subject-verb-object-adverbial-phrase/)
- [Subject Verb Negative (No) Object Sentences](https://www.banterspeech.com.au/product-tag/subject-verb-negative-no-object-sentences/)
- [SVNegO](https://www.banterspeech.com.au/product-tag/svnego/)
- [children who stutter](https://www.banterspeech.com.au/product-tag/children-who-stutter/)
- [irregular past tense verbs](https://www.banterspeech.com.au/product-tag/irregular-past-tense-verbs/)
- [verbs](https://www.banterspeech.com.au/product-tag/verbs/)
- [past tense verbs](https://www.banterspeech.com.au/product-tag/past-tense-verbs/)
- [until](https://www.banterspeech.com.au/product-tag/until/)
- [subordinating conjunction](https://www.banterspeech.com.au/product-tag/subordinating-conjunction/)
- [conjunction](https://www.banterspeech.com.au/product-tag/conjunction/)
- [unless](https://www.banterspeech.com.au/product-tag/unless/)
- [although](https://www.banterspeech.com.au/product-tag/although/)
- [if](https://www.banterspeech.com.au/product-tag/if/)
- [while](https://www.banterspeech.com.au/product-tag/while/)
- [before](https://www.banterspeech.com.au/product-tag/before/)
- [after](https://www.banterspeech.com.au/product-tag/after/)
- [board game](https://www.banterspeech.com.au/product-tag/board-game/)
- [so](https://www.banterspeech.com.au/product-tag/so/)
- [regular past tense verbs](https://www.banterspeech.com.au/product-tag/regular-past-tense-verbs/)
- [comparatives](https://www.banterspeech.com.au/product-tag/comparatives/)
- [superlatives](https://www.banterspeech.com.au/product-tag/superlatives/)
- [He](https://www.banterspeech.com.au/product-tag/he/)
- [She](https://www.banterspeech.com.au/product-tag/she/)
- [irregular plural nouns](https://www.banterspeech.com.au/product-tag/irregular-plural-nouns/)
- [him](https://www.banterspeech.com.au/product-tag/him/)
- [her](https://www.banterspeech.com.au/product-tag/her/)
- [Cycles](https://www.banterspeech.com.au/product-tag/cycles/)
- [Complexity Approach](https://www.banterspeech.com.au/product-tag/complexity-approach/)
- [Contrastive Approach](https://www.banterspeech.com.au/product-tag/contrastive-approach/)
- [reading](https://www.banterspeech.com.au/product-tag/reading/)
- [synthetic phonics](https://www.banterspeech.com.au/product-tag/synthetic-phonics/)
- [decoding](https://www.banterspeech.com.au/product-tag/decoding/)
- [letter-sound links](https://www.banterspeech.com.au/product-tag/letter-sound-links/)
- [/k/ sound](https://www.banterspeech.com.au/product-tag/k-sound/)
- [Blanks 3](https://www.banterspeech.com.au/product-tag/blanks-3/)
- [semantic skills](https://www.banterspeech.com.au/product-tag/semantic-skills/)
- [categories](https://www.banterspeech.com.au/product-tag/categories/)
- [following directions](https://www.banterspeech.com.au/product-tag/following-directions/)
- [semantic feature analysis](https://www.banterspeech.com.au/product-tag/semantic-feature-analysis/)
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- [similar attributes](https://www.banterspeech.com.au/product-tag/similar-attributes/)
- [predictions](https://www.banterspeech.com.au/product-tag/predictions/)
- [verbal reasoning skills](https://www.banterspeech.com.au/product-tag/verbal-reasoning-skills/)
- [compound conjunctions](https://www.banterspeech.com.au/product-tag/compound-conjunctions/)
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- [Camperdown Program](https://www.banterspeech.com.au/product-tag/camperdown-program/)
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- [lateral lisp](https://www.banterspeech.com.au/product-tag/lateral-lisp/)
- [lisp](https://www.banterspeech.com.au/product-tag/lisp/)
- [sentences](https://www.banterspeech.com.au/product-tag/sentences/)
- [syntax](https://www.banterspeech.com.au/product-tag/syntax/)
- [motor speech](https://www.banterspeech.com.au/product-tag/motor-speech/)
- [books](https://www.banterspeech.com.au/product-tag/books/)
- [book hacker](https://www.banterspeech.com.au/product-tag/book-hacker/)
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- [alveolar-alveolar](https://www.banterspeech.com.au/product-tag/alveolar-alveolar/)
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- [bilabial-dental](https://www.banterspeech.com.au/product-tag/bilabial-dental/)
- [alveolar-velar](https://www.banterspeech.com.au/product-tag/alveolar-velar/)
- [velar-alveolar](https://www.banterspeech.com.au/product-tag/velar-alveolar/)
- [prepositions](https://www.banterspeech.com.au/product-tag/prepositions/)
- [directions](https://www.banterspeech.com.au/product-tag/directions/)
- [where](https://www.banterspeech.com.au/product-tag/where/)
- [places](https://www.banterspeech.com.au/product-tag/places/)
- [address](https://www.banterspeech.com.au/product-tag/address/)
- [mumbling](https://www.banterspeech.com.au/product-tag/mumbling/)
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- [pronouns](https://www.banterspeech.com.au/product-tag/pronouns/)
- [maths and language](https://www.banterspeech.com.au/product-tag/maths-and-language/)
- [maths vocabulary](https://www.banterspeech.com.au/product-tag/maths-vocabulary/)
- [do you questions](https://www.banterspeech.com.au/product-tag/do-you-questions/)
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- [Can I questions](https://www.banterspeech.com.au/product-tag/can-i-questions/)
- [irregular verbs](https://www.banterspeech.com.au/product-tag/irregular-verbs/)
- [regular verbs](https://www.banterspeech.com.au/product-tag/regular-verbs/)
- [possessive pronouns](https://www.banterspeech.com.au/product-tag/possessive-pronouns/)
- [session planning](https://www.banterspeech.com.au/product-tag/session-planning/)
- [part-time employment contract](https://www.banterspeech.com.au/product-tag/part-time-employment-contract/)
- [questionnaire](https://www.banterspeech.com.au/product-tag/questionnaire/)
- [parent/carer questionnaire](https://www.banterspeech.com.au/product-tag/parent-carer-questionnaire/)
- [speech pathology questionaire](https://www.banterspeech.com.au/product-tag/speech-pathology-questionaire/)
- [performance appraisal](https://www.banterspeech.com.au/product-tag/performance-appraisal/)
- [SLP performance appraisal](https://www.banterspeech.com.au/product-tag/slp-performance-appraisal/)
- [speech pathologist performance appraisal template](https://www.banterspeech.com.au/product-tag/speech-pathologist-performance-appraisal-template/)
- [full-time employment agreement](https://www.banterspeech.com.au/product-tag/full-time-employment-agreement/)
- [reward chart](https://www.banterspeech.com.au/product-tag/reward-chart/)
- [online reviews](https://www.banterspeech.com.au/product-tag/online-reviews/)
- [moderating social media](https://www.banterspeech.com.au/product-tag/moderating-social-media/)
- [FTA](https://www.banterspeech.com.au/product-tag/fta/)
- [appointment confirmation](https://www.banterspeech.com.au/product-tag/appointment-confirmation/)
- [email to new client](https://www.banterspeech.com.au/product-tag/email-to-new-client/)
- [phone intake form](https://www.banterspeech.com.au/product-tag/phone-intake-form/)
- [speech pathology services request form](https://www.banterspeech.com.au/product-tag/speech-pathology-services-request-form/)
- [infection control](https://www.banterspeech.com.au/product-tag/infection-control/)
- [bookings](https://www.banterspeech.com.au/product-tag/bookings/)
- [cancellations](https://www.banterspeech.com.au/product-tag/cancellations/)
- [procedures](https://www.banterspeech.com.au/product-tag/procedures/)
- [recounts](https://www.banterspeech.com.au/product-tag/recounts/)
- [writing sentences](https://www.banterspeech.com.au/product-tag/writing-sentences/)
- [writing complex sentences](https://www.banterspeech.com.au/product-tag/writing-complex-sentences/)
- [writing paragraphs](https://www.banterspeech.com.au/product-tag/writing-paragraphs/)
- [transition words](https://www.banterspeech.com.au/product-tag/transition-words/)
- [paragraph reports](https://www.banterspeech.com.au/product-tag/paragraph-reports/)
- [reports](https://www.banterspeech.com.au/product-tag/reports/)
- [primary school reports](https://www.banterspeech.com.au/product-tag/primary-school-reports/)
- [high school reports](https://www.banterspeech.com.au/product-tag/high-school-reports/)
- [NDIS Resources](https://www.banterspeech.com.au/product-tag/ndis-resources/)
- [NDIS Certification](https://www.banterspeech.com.au/product-tag/ndis-certification/)
- [NDIS Complaint and Feedback Form](https://www.banterspeech.com.au/product-tag/ndis-complaint-and-feedback-form/)
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- [NDIS Verification](https://www.banterspeech.com.au/product-tag/ndis-verification/)
- [NDIS Provider](https://www.banterspeech.com.au/product-tag/ndis-provider/)
- [NDIS Incident Management](https://www.banterspeech.com.au/product-tag/ndis-incident-management/)
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- [for](https://www.banterspeech.com.au/product-tag/for/)
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- [but](https://www.banterspeech.com.au/product-tag/but/)
- [how](https://www.banterspeech.com.au/product-tag/how/)
- [third person singular](https://www.banterspeech.com.au/product-tag/third-person-singular/)
- [plurals](https://www.banterspeech.com.au/product-tag/plurals/)
- [regular plural nouns](https://www.banterspeech.com.au/product-tag/regular-plural-nouns/)
- [plural nouns](https://www.banterspeech.com.au/product-tag/plural-nouns/)
- [Blanks 4](https://www.banterspeech.com.au/product-tag/blanks-4/)
- [Why will](https://www.banterspeech.com.au/product-tag/why-will/)
- [What will happen if](https://www.banterspeech.com.au/product-tag/what-will-happen-if/)
- [language comprehension](https://www.banterspeech.com.au/product-tag/language-comprehension/)
- [What is it made of](https://www.banterspeech.com.au/product-tag/what-is-it-made-of/)
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- [why can't](https://www.banterspeech.com.au/product-tag/why-cant/)
- [How do we know](https://www.banterspeech.com.au/product-tag/how-do-we-know/)
- [Why did it happen](https://www.banterspeech.com.au/product-tag/why-did-it-happen/)
- [preschool screener](https://www.banterspeech.com.au/product-tag/preschool-screener/)
- [school speech screener](https://www.banterspeech.com.au/product-tag/school-speech-screener/)
- [confidentiality](https://www.banterspeech.com.au/product-tag/confidentiality/)
- [non-disclosure](https://www.banterspeech.com.au/product-tag/non-disclosure/)
- [privacy](https://www.banterspeech.com.au/product-tag/privacy/)
- [consent to treatment](https://www.banterspeech.com.au/product-tag/consent-to-treatment/)
- [session goals](https://www.banterspeech.com.au/product-tag/session-goals/)
- [session plans](https://www.banterspeech.com.au/product-tag/session-plans/)
- [session activities](https://www.banterspeech.com.au/product-tag/session-activities/)
- [finances](https://www.banterspeech.com.au/product-tag/finances/)
- [profit and loss calculator](https://www.banterspeech.com.au/product-tag/profit-and-loss-calculator/)
- [business plan](https://www.banterspeech.com.au/product-tag/business-plan/)
- [business plan for SLP](https://www.banterspeech.com.au/product-tag/business-plan-for-slp/)
- [progress note](https://www.banterspeech.com.au/product-tag/progress-note/)
- [file note](https://www.banterspeech.com.au/product-tag/file-note/)
- [client update](https://www.banterspeech.com.au/product-tag/client-update/)
- [session details](https://www.banterspeech.com.au/product-tag/session-details/)
- [code of conduct](https://www.banterspeech.com.au/product-tag/code-of-conduct/)
- [speech pathology policies](https://www.banterspeech.com.au/product-tag/speech-pathology-policies/)
- [correspondence to health professionals](https://www.banterspeech.com.au/product-tag/correspondence-to-health-professionals/)
- [letter to schools](https://www.banterspeech.com.au/product-tag/letter-to-schools/)
- [letter to preschools](https://www.banterspeech.com.au/product-tag/letter-to-preschools/)
- [letter to childcare centres](https://www.banterspeech.com.au/product-tag/letter-to-childcare-centres/)
- [social media](https://www.banterspeech.com.au/product-tag/social-media/)
- [social media comments](https://www.banterspeech.com.au/product-tag/social-media-comments/)
- [social media reviews](https://www.banterspeech.com.au/product-tag/social-media-reviews/)
- [complaint management](https://www.banterspeech.com.au/product-tag/complaint-management/)
- [complaints](https://www.banterspeech.com.au/product-tag/complaints/)
- [complaint response letters](https://www.banterspeech.com.au/product-tag/complaint-response-letters/)
- [debt collection](https://www.banterspeech.com.au/product-tag/debt-collection/)
- [unpaid fees](https://www.banterspeech.com.au/product-tag/unpaid-fees/)
- [late payments](https://www.banterspeech.com.au/product-tag/late-payments/)
- [increasing prices](https://www.banterspeech.com.au/product-tag/increasing-prices/)
- [digital products licence](https://www.banterspeech.com.au/product-tag/digital-products-licence/)
- [license to use resources](https://www.banterspeech.com.au/product-tag/license-to-use-resources/)
- [referrals](https://www.banterspeech.com.au/product-tag/referrals/)
- [referral policy](https://www.banterspeech.com.au/product-tag/referral-policy/)
- [networking](https://www.banterspeech.com.au/product-tag/networking/)
- [business networking](https://www.banterspeech.com.au/product-tag/business-networking/)
- [reference letter](https://www.banterspeech.com.au/product-tag/reference-letter/)
- [statement of service](https://www.banterspeech.com.au/product-tag/statement-of-service/)
- [request for a reference](https://www.banterspeech.com.au/product-tag/request-for-a-reference/)
- [letter turning down a job applicant](https://www.banterspeech.com.au/product-tag/letter-turning-down-a-job-applicant/)
- [letter turning down a job](https://www.banterspeech.com.au/product-tag/letter-turning-down-a-job/)
- [file closing letter](https://www.banterspeech.com.au/product-tag/file-closing-letter/)
- [client letter](https://www.banterspeech.com.au/product-tag/client-letter/)
- [letter of thanks](https://www.banterspeech.com.au/product-tag/letter-of-thanks/)
- [closed file](https://www.banterspeech.com.au/product-tag/closed-file/)
- [meetings](https://www.banterspeech.com.au/product-tag/meetings/)
- [meeting agenda](https://www.banterspeech.com.au/product-tag/meeting-agenda/)
- [mentor meetings](https://www.banterspeech.com.au/product-tag/mentor-meetings/)
- [turning down a client](https://www.banterspeech.com.au/product-tag/turning-down-a-client/)
- [Blanks 2](https://www.banterspeech.com.au/product-tag/blanks-2/)
- [locations](https://www.banterspeech.com.au/product-tag/locations/)
- [classification](https://www.banterspeech.com.au/product-tag/classification/)
- [parts of things](https://www.banterspeech.com.au/product-tag/parts-of-things/)
- [common objects](https://www.banterspeech.com.au/product-tag/common-objects/)
- [actions](https://www.banterspeech.com.au/product-tag/actions/)
- [similar items](https://www.banterspeech.com.au/product-tag/similar-items/)
- [function](https://www.banterspeech.com.au/product-tag/function/)
- [classifying objects](https://www.banterspeech.com.au/product-tag/classifying-objects/)
- [following instructions](https://www.banterspeech.com.au/product-tag/following-instructions/)
- [objects with two attributes](https://www.banterspeech.com.au/product-tag/objects-with-two-attributes/)
- [common categories](https://www.banterspeech.com.au/product-tag/common-categories/)
- [regular past tense](https://www.banterspeech.com.au/product-tag/regular-past-tense/)
- [verb drills](https://www.banterspeech.com.au/product-tag/verb-drills/)
- [drills](https://www.banterspeech.com.au/product-tag/drills/)
- [sequencing](https://www.banterspeech.com.au/product-tag/sequencing/)
- [negative questions](https://www.banterspeech.com.au/product-tag/negative-questions/)
- [inferences](https://www.banterspeech.com.au/product-tag/inferences/)
- [divergent thinking](https://www.banterspeech.com.au/product-tag/divergent-thinking/)
- [explaining](https://www.banterspeech.com.au/product-tag/explaining/)
- [setting a plan](https://www.banterspeech.com.au/product-tag/setting-a-plan/)
- [articulation](https://www.banterspeech.com.au/product-tag/articulation/)
- [aspiration trick](https://www.banterspeech.com.au/product-tag/aspiration-trick/)
- [fluency](https://www.banterspeech.com.au/product-tag/fluency/)
- [picture description](https://www.banterspeech.com.au/product-tag/picture-description/)
- [all](https://www.banterspeech.com.au/product-tag/all/)
- [except](https://www.banterspeech.com.au/product-tag/except/)
- [language concepts](https://www.banterspeech.com.au/product-tag/language-concepts/)
- [infinitives](https://www.banterspeech.com.au/product-tag/infinitives/)
- [Is](https://www.banterspeech.com.au/product-tag/is/)
- [Are](https://www.banterspeech.com.au/product-tag/are/)
- [copula verb forms](https://www.banterspeech.com.au/product-tag/copula-verb-forms/)
- [has](https://www.banterspeech.com.au/product-tag/has/)
- [does](https://www.banterspeech.com.au/product-tag/does/)
- [The](https://www.banterspeech.com.au/product-tag/the/)
- [number peg memory system](https://www.banterspeech.com.au/product-tag/number-peg-memory-system/)
- [memory](https://www.banterspeech.com.au/product-tag/memory/)
- [pegs](https://www.banterspeech.com.au/product-tag/pegs/)
- [SVA](https://www.banterspeech.com.au/product-tag/sva/)
- [adverbs](https://www.banterspeech.com.au/product-tag/adverbs/)
- [SVOiOd Sentences](https://www.banterspeech.com.au/product-tag/svoiod-sentences/)
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- [Shel Silverstein](https://www.banterspeech.com.au/product-tag/shel-silverstein/)
- [nouns](https://www.banterspeech.com.au/product-tag/nouns/)
- [barrier tasks](https://www.banterspeech.com.au/product-tag/barrier-tasks/)
- [people](https://www.banterspeech.com.au/product-tag/people/)
- [future tense verbs](https://www.banterspeech.com.au/product-tag/future-tense-verbs/)
- [will](https://www.banterspeech.com.au/product-tag/will/)
- [going to](https://www.banterspeech.com.au/product-tag/going-to/)
- [primary school](https://www.banterspeech.com.au/product-tag/primary-school/)
- [Years 2-6](https://www.banterspeech.com.au/product-tag/years-2-6/)
- [oral language](https://www.banterspeech.com.au/product-tag/oral-language/)
- [idioms](https://www.banterspeech.com.au/product-tag/idioms/)
- [complex sentences](https://www.banterspeech.com.au/product-tag/complex-sentences/)
- [opinions](https://www.banterspeech.com.au/product-tag/opinions/)
- [verbal reasoning](https://www.banterspeech.com.au/product-tag/verbal-reasoning/)
- [cross-curriculum words](https://www.banterspeech.com.au/product-tag/cross-curriculum-words/)
- [high school](https://www.banterspeech.com.au/product-tag/high-school/)
- [explain](https://www.banterspeech.com.au/product-tag/explain/)
- [academic words](https://www.banterspeech.com.au/product-tag/academic-words/)
- [NAPLAN](https://www.banterspeech.com.au/product-tag/naplan/)
- [Year 3](https://www.banterspeech.com.au/product-tag/year-3/)
- [Language Conventions](https://www.banterspeech.com.au/product-tag/language-conventions/)
- [capital letters](https://www.banterspeech.com.au/product-tag/capital-letters/)
- [full stops](https://www.banterspeech.com.au/product-tag/full-stops/)
- [evaluate](https://www.banterspeech.com.au/product-tag/evaluate/)
- [administrative assistant](https://www.banterspeech.com.au/product-tag/administrative-assistant/)
- [proper nouns](https://www.banterspeech.com.au/product-tag/proper-nouns/)
- [analyse](https://www.banterspeech.com.au/product-tag/analyse/)
- [was](https://www.banterspeech.com.au/product-tag/was/)
- [were](https://www.banterspeech.com.au/product-tag/were/)
- [sentence builders](https://www.banterspeech.com.au/product-tag/sentence-builders/)
- [auxiliary verb](https://www.banterspeech.com.au/product-tag/auxiliary-verb/)
- [discuss](https://www.banterspeech.com.au/product-tag/discuss/)
- [describe](https://www.banterspeech.com.au/product-tag/describe/)
- [identify](https://www.banterspeech.com.au/product-tag/identify/)
- [video conferencing](https://www.banterspeech.com.au/product-tag/video-conferencing/)
- [coronavirus](https://www.banterspeech.com.au/product-tag/coronavirus/)
- [on](https://www.banterspeech.com.au/product-tag/on/)
- [NDIS Risk Management](https://www.banterspeech.com.au/product-tag/ndis-risk-management/)
- [outline](https://www.banterspeech.com.au/product-tag/outline/)
- [assess](https://www.banterspeech.com.au/product-tag/assess/)
- [who](https://www.banterspeech.com.au/product-tag/who/)
- [who questions](https://www.banterspeech.com.au/product-tag/who-questions/)
- [alveolar](https://www.banterspeech.com.au/product-tag/alveolar/)
- [alveolar speech sounds](https://www.banterspeech.com.au/product-tag/alveolar-speech-sounds/)
- [where questions](https://www.banterspeech.com.au/product-tag/where-questions/)
- [Blanks 1](https://www.banterspeech.com.au/product-tag/blanks-1/)
- [Higher Level Language Skills](https://www.banterspeech.com.au/product-tag/higher-level-language-skills/)
- [homophones](https://www.banterspeech.com.au/product-tag/homophones/)
- [similes](https://www.banterspeech.com.au/product-tag/similes/)
- [metaphors](https://www.banterspeech.com.au/product-tag/metaphors/)
- [proverbs](https://www.banterspeech.com.au/product-tag/proverbs/)
- [what](https://www.banterspeech.com.au/product-tag/what/)
- [what questions](https://www.banterspeech.com.au/product-tag/what-questions/)
- [NDIS Worker Screening](https://www.banterspeech.com.au/product-tag/ndis-worker-screening/)
- [decodable readers](https://www.banterspeech.com.au/product-tag/decodable-readers/)
- [extended code](https://www.banterspeech.com.au/product-tag/extended-code/)
- [reading fluency](https://www.banterspeech.com.au/product-tag/reading-fluency/)
- [readers](https://www.banterspeech.com.au/product-tag/readers/)
- [readers for older children](https://www.banterspeech.com.au/product-tag/readers-for-older-children/)
- [Stage 1](https://www.banterspeech.com.au/product-tag/stage-1/)
- [Structured Practice](https://www.banterspeech.com.au/product-tag/structured-practice/)
- [Structured Activities](https://www.banterspeech.com.au/product-tag/structured-activities/)
- [Lidcombe Program activities](https://www.banterspeech.com.au/product-tag/lidcombe-program-activities/)
- [phonics](https://www.banterspeech.com.au/product-tag/phonics/)
- [polysyllables](https://www.banterspeech.com.au/product-tag/polysyllables/)
- [polysyllabic words](https://www.banterspeech.com.au/product-tag/polysyllabic-words/)
- [Theory of Mind](https://www.banterspeech.com.au/product-tag/theory-of-mind/)
- [ToM](https://www.banterspeech.com.au/product-tag/tom/)
- [NDIS Privacy Policy](https://www.banterspeech.com.au/product-tag/ndis-privacy-policy/)
- [Australian Privacy Principles](https://www.banterspeech.com.au/product-tag/australian-privacy-principles/)
- [relative clauses](https://www.banterspeech.com.au/product-tag/relative-clauses/)
- [language](https://www.banterspeech.com.au/product-tag/language/)
- [Simple sentences](https://www.banterspeech.com.au/product-tag/simple-sentences/)
- [Compound sentences](https://www.banterspeech.com.au/product-tag/compound-sentences/)
- [Speech fluency](https://www.banterspeech.com.au/product-tag/speech-fluency/)
- [Storytelling](https://www.banterspeech.com.au/product-tag/storytelling/)
- [whose](https://www.banterspeech.com.au/product-tag/whose/)
- [whose questions](https://www.banterspeech.com.au/product-tag/whose-questions/)
- [health provider](https://www.banterspeech.com.au/product-tag/health-provider/)
- [NDIS Participant](https://www.banterspeech.com.au/product-tag/ndis-participant/)
- [NDIS Service Agreement](https://www.banterspeech.com.au/product-tag/ndis-service-agreement/)
- [split digraphs](https://www.banterspeech.com.au/product-tag/split-digraphs/)
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- [magic e](https://www.banterspeech.com.au/product-tag/magic-e/)
- [minimal pair sentences](https://www.banterspeech.com.au/product-tag/minimal-pair-sentences/)
- [CCVC](https://www.banterspeech.com.au/product-tag/ccvc/)
- [Consonant-consonant-vowel-consonant](https://www.banterspeech.com.au/product-tag/consonant-consonant-vowel-consonant/)
- [basic code](https://www.banterspeech.com.au/product-tag/basic-code/)
- [CVCC](https://www.banterspeech.com.au/product-tag/cvcc/)
- [consonant-vowel-consonant-consonant](https://www.banterspeech.com.au/product-tag/consonant-vowel-consonant-consonant/)
- [that](https://www.banterspeech.com.au/product-tag/that/)
- [which](https://www.banterspeech.com.au/product-tag/which/)
- [CVC](https://www.banterspeech.com.au/product-tag/cvc/)
- [school readiness](https://www.banterspeech.com.au/product-tag/school-readiness/)
- [school vocabulary](https://www.banterspeech.com.au/product-tag/school-vocabulary/)
- [what is is](https://www.banterspeech.com.au/product-tag/what-is-is/)
- [Aesop](https://www.banterspeech.com.au/product-tag/aesop/)
- [The Lion and the Mouse](https://www.banterspeech.com.au/product-tag/the-lion-and-the-mouse/)
- [Language Workout](https://www.banterspeech.com.au/product-tag/language-workout/)
- [language content](https://www.banterspeech.com.au/product-tag/language-content/)
- [language structure](https://www.banterspeech.com.au/product-tag/language-structure/)
- [social use of language](https://www.banterspeech.com.au/product-tag/social-use-of-language/)
- [child safety](https://www.banterspeech.com.au/product-tag/child-safety/)
- [National Principles for Child Safe Organisations](https://www.banterspeech.com.au/product-tag/national-principles-for-child-safe-organisations/)
- [policy](https://www.banterspeech.com.au/product-tag/policy/)
- [syllable timed speech](https://www.banterspeech.com.au/product-tag/syllable-timed-speech/)
- [The Tortoise and the Hare](https://www.banterspeech.com.au/product-tag/the-tortoise-and-the-hare/)
- [Mercury and the Woodman](https://www.banterspeech.com.au/product-tag/mercury-and-the-woodman/)
- [The Dog and his Reflection](https://www.banterspeech.com.au/product-tag/the-dog-and-his-reflection/)
- [The Crow and the Pitcher](https://www.banterspeech.com.au/product-tag/the-crow-and-the-pitcher/)
- [informative texts](https://www.banterspeech.com.au/product-tag/informative-texts/)
- [Tier 2 vocabulary](https://www.banterspeech.com.au/product-tag/tier-2-vocabulary/)
- [problem solving](https://www.banterspeech.com.au/product-tag/problem-solving/)
- [venus flytraps](https://www.banterspeech.com.au/product-tag/venus-flytraps/)
- [mushrooms](https://www.banterspeech.com.au/product-tag/mushrooms/)
- [allied health assistant](https://www.banterspeech.com.au/product-tag/allied-health-assistant/)
- [casual employment contract template](https://www.banterspeech.com.au/product-tag/casual-employment-contract-template/)
- [school-aged children who stutter](https://www.banterspeech.com.au/product-tag/school-aged-children-who-stutter/)
- [he's](https://www.banterspeech.com.au/product-tag/hes/)
- [she's](https://www.banterspeech.com.au/product-tag/shes/)
- [contractible copula](https://www.banterspeech.com.au/product-tag/contractible-copula/)
- [contractible auxiliary](https://www.banterspeech.com.au/product-tag/contractible-auxiliary/)
- [dinosaurs](https://www.banterspeech.com.au/product-tag/dinosaurs/)
- [space](https://www.banterspeech.com.au/product-tag/space/)
- [famous places](https://www.banterspeech.com.au/product-tag/famous-places/)
- [online courses](https://www.banterspeech.com.au/product-tag/online-courses/)
- [online access agreement template](https://www.banterspeech.com.au/product-tag/online-access-agreement-template/)
- [Christmas](https://www.banterspeech.com.au/product-tag/christmas/)
- [planning](https://www.banterspeech.com.au/product-tag/planning/)
- [calendars](https://www.banterspeech.com.au/product-tag/calendars/)
- [modal verbs](https://www.banterspeech.com.au/product-tag/modal-verbs/)
- [letter of introduction](https://www.banterspeech.com.au/product-tag/letter-of-introduction/)
- [doctors](https://www.banterspeech.com.au/product-tag/doctors/)
- [GP](https://www.banterspeech.com.au/product-tag/gp/)
- [speech and language screener](https://www.banterspeech.com.au/product-tag/speech-and-language-screener/)
- [childcare](https://www.banterspeech.com.au/product-tag/childcare/)
- [weekly session planning](https://www.banterspeech.com.au/product-tag/weekly-session-planning/)
- [voicemail script](https://www.banterspeech.com.au/product-tag/voicemail-script/)
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- [client file register](https://www.banterspeech.com.au/product-tag/client-file-register/)
- [master file register](https://www.banterspeech.com.au/product-tag/master-file-register/)
- [booking confirmation](https://www.banterspeech.com.au/product-tag/booking-confirmation/)
- [phoneme blending](https://www.banterspeech.com.au/product-tag/phoneme-blending/)
- [blending](https://www.banterspeech.com.au/product-tag/blending/)
- [writing](https://www.banterspeech.com.au/product-tag/writing/)
- [continuants](https://www.banterspeech.com.au/product-tag/continuants/)
- [sound blending](https://www.banterspeech.com.au/product-tag/sound-blending/)
- [social media planner](https://www.banterspeech.com.au/product-tag/social-media-planner/)
- [vowels](https://www.banterspeech.com.au/product-tag/vowels/)
- [despite](https://www.banterspeech.com.au/product-tag/despite/)
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- [NDIS Waste Management](https://www.banterspeech.com.au/product-tag/ndis-waste-management/)
- [reading comprehension](https://www.banterspeech.com.au/product-tag/reading-comprehension/)
- [fables](https://www.banterspeech.com.au/product-tag/fables/)
- [inferencing](https://www.banterspeech.com.au/product-tag/inferencing/)
- [extension tasks](https://www.banterspeech.com.au/product-tag/extension-tasks/)
- [familiar things](https://www.banterspeech.com.au/product-tag/familiar-things/)
- [categorisation](https://www.banterspeech.com.au/product-tag/categorisation/)
- [months of the year](https://www.banterspeech.com.au/product-tag/months-of-the-year/)
- [annual events](https://www.banterspeech.com.au/product-tag/annual-events/)
- [SVA sentences](https://www.banterspeech.com.au/product-tag/sva-sentences/)
- [SVOA Sentences](https://www.banterspeech.com.au/product-tag/svoa-sentences/)
- [SVOO Sentences](https://www.banterspeech.com.au/product-tag/svoo-sentences/)
- [naturalness practice](https://www.banterspeech.com.au/product-tag/naturalness-practice/)
- [fluent speech](https://www.banterspeech.com.au/product-tag/fluent-speech/)
- [short poems](https://www.banterspeech.com.au/product-tag/short-poems/)
- [Australia](https://www.banterspeech.com.au/product-tag/australia/)
- [Stage 3 Resources](https://www.banterspeech.com.au/product-tag/stage-3-resources/)
- [poems](https://www.banterspeech.com.au/product-tag/poems/)
- [tongue twisters](https://www.banterspeech.com.au/product-tag/tongue-twisters/)
- [questionnaire for adults](https://www.banterspeech.com.au/product-tag/questionnaire-for-adults/)
- [SVCA](https://www.banterspeech.com.au/product-tag/svca/)
- [subject-verb-complement-adverb](https://www.banterspeech.com.au/product-tag/subject-verb-complement-adverb/)
- [First order ToM](https://www.banterspeech.com.au/product-tag/first-order-tom/)
- [second order ToM](https://www.banterspeech.com.au/product-tag/second-order-tom/)
- [abstraction](https://www.banterspeech.com.au/product-tag/abstraction/)
- [zero tolerance](https://www.banterspeech.com.au/product-tag/zero-tolerance/)
- [sentence maker](https://www.banterspeech.com.au/product-tag/sentence-maker/)
- [either or](https://www.banterspeech.com.au/product-tag/either-or/)
- [digraphs](https://www.banterspeech.com.au/product-tag/digraphs/)
- [digraph sentences](https://www.banterspeech.com.au/product-tag/digraph-sentences/)
- [sh](https://www.banterspeech.com.au/product-tag/sh/)
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- [qu](https://www.banterspeech.com.au/product-tag/qu/)
- [th](https://www.banterspeech.com.au/product-tag/th/)
- [grapheme-phoneme correspondences](https://www.banterspeech.com.au/product-tag/grapheme-phoneme-correspondences/)
- [a](https://www.banterspeech.com.au/product-tag/a/)
- [an](https://www.banterspeech.com.au/product-tag/an/)
- [indefinite article](https://www.banterspeech.com.au/product-tag/indefinite-article/)
- [sentence](https://www.banterspeech.com.au/product-tag/sentence/)
- [foundation level](https://www.banterspeech.com.au/product-tag/foundation-level/)
- [suffixes](https://www.banterspeech.com.au/product-tag/suffixes/)
- [-ion](https://www.banterspeech.com.au/product-tag/ion/)
- [-tion](https://www.banterspeech.com.au/product-tag/tion/)
- [ea](https://www.banterspeech.com.au/product-tag/ea/)
- [ee](https://www.banterspeech.com.au/product-tag/ee/)
- [social skills](https://www.banterspeech.com.au/product-tag/social-skills/)
- [-able](https://www.banterspeech.com.au/product-tag/able/)
- [oo](https://www.banterspeech.com.au/product-tag/oo/)
- [-ship](https://www.banterspeech.com.au/product-tag/ship/)
- [ai](https://www.banterspeech.com.au/product-tag/ai/)
- [ay](https://www.banterspeech.com.au/product-tag/ay/)
- [Would you](https://www.banterspeech.com.au/product-tag/would-you/)
- [oa](https://www.banterspeech.com.au/product-tag/oa/)
- [ow](https://www.banterspeech.com.au/product-tag/ow/)
- [oe](https://www.banterspeech.com.au/product-tag/oe/)
- [y](https://www.banterspeech.com.au/product-tag/y/)
- [igh](https://www.banterspeech.com.au/product-tag/igh/)
- [-ible](https://www.banterspeech.com.au/product-tag/ible/)
- [ew](https://www.banterspeech.com.au/product-tag/ew/)
- [ui](https://www.banterspeech.com.au/product-tag/ui/)
- [ue](https://www.banterspeech.com.au/product-tag/ue/)
- [au](https://www.banterspeech.com.au/product-tag/au/)
- [aw](https://www.banterspeech.com.au/product-tag/aw/)
- [-our](https://www.banterspeech.com.au/product-tag/our/)
- [er](https://www.banterspeech.com.au/product-tag/er/)
- [ir](https://www.banterspeech.com.au/product-tag/ir/)
- [ur](https://www.banterspeech.com.au/product-tag/ur/)
- [wor](https://www.banterspeech.com.au/product-tag/wor/)
- [ear](https://www.banterspeech.com.au/product-tag/ear/)
- [family activities](https://www.banterspeech.com.au/product-tag/family-activities/)
- [videos](https://www.banterspeech.com.au/product-tag/videos/)
- [-es](https://www.banterspeech.com.au/product-tag/es/)
- [speech pathology practice](https://www.banterspeech.com.au/product-tag/speech-pathology-practice/)
- [oy](https://www.banterspeech.com.au/product-tag/oy/)
- [oi](https://www.banterspeech.com.au/product-tag/oi/)
- [air](https://www.banterspeech.com.au/product-tag/air/)
- [ere](https://www.banterspeech.com.au/product-tag/ere/)
- [eer](https://www.banterspeech.com.au/product-tag/eer/)
- [barrier actvities](https://www.banterspeech.com.au/product-tag/barrier-actvities/)
- [We're going on a bear hunt](https://www.banterspeech.com.au/product-tag/were-going-on-a-bear-hunt/)
- [his](https://www.banterspeech.com.au/product-tag/his/)
- [Prefix](https://www.banterspeech.com.au/product-tag/prefix/)
- [morphological awareness](https://www.banterspeech.com.au/product-tag/morphological-awareness/)
- [dis-](https://www.banterspeech.com.au/product-tag/dis/)
- [de-](https://www.banterspeech.com.au/product-tag/de/)
- [fore-](https://www.banterspeech.com.au/product-tag/fore/)
- [in-](https://www.banterspeech.com.au/product-tag/in/)
- [mis-](https://www.banterspeech.com.au/product-tag/mis/)
- [pre-](https://www.banterspeech.com.au/product-tag/pre/)
- [Re-](https://www.banterspeech.com.au/product-tag/re/)
- [Un-](https://www.banterspeech.com.au/product-tag/un/)
- [jobs](https://www.banterspeech.com.au/product-tag/jobs/)
- [occupation](https://www.banterspeech.com.au/product-tag/occupation/)
- [speech sound disorders](https://www.banterspeech.com.au/product-tag/speech-sound-disorders/)
- [SSD](https://www.banterspeech.com.au/product-tag/ssd/)
- [DTTC](https://www.banterspeech.com.au/product-tag/dttc/)
- [word learner](https://www.banterspeech.com.au/product-tag/word-learner/)
- [teens](https://www.banterspeech.com.au/product-tag/teens/)
- [tweens](https://www.banterspeech.com.au/product-tag/tweens/)
- [can](https://www.banterspeech.com.au/product-tag/can/)
- [modal sentences](https://www.banterspeech.com.au/product-tag/modal-sentences/)
- [modal verb](https://www.banterspeech.com.au/product-tag/modal-verb/)
- [infinitive verb](https://www.banterspeech.com.au/product-tag/infinitive-verb/)
- [scientists](https://www.banterspeech.com.au/product-tag/scientists/)
- [CVC words](https://www.banterspeech.com.au/product-tag/cvc-words/)
- [consonant-vowel-consonant](https://www.banterspeech.com.au/product-tag/consonant-vowel-consonant/)
- [speed reads](https://www.banterspeech.com.au/product-tag/speed-reads/)
- [2-syllable words](https://www.banterspeech.com.au/product-tag/2-syllable-words/)
- [3-syllable words](https://www.banterspeech.com.au/product-tag/3-syllable-words/)
- [famous speeches](https://www.banterspeech.com.au/product-tag/famous-speeches/)
- [ng](https://www.banterspeech.com.au/product-tag/ng/)
- [ch](https://www.banterspeech.com.au/product-tag/ch/)
- [Voiceless Stops](https://www.banterspeech.com.au/product-tag/voiceless-stops/)
- [Voiced Stops](https://www.banterspeech.com.au/product-tag/voiced-stops/)
- [decodable sentences](https://www.banterspeech.com.au/product-tag/decodable-sentences/)
- [GIFs](https://www.banterspeech.com.au/product-tag/gifs/)
- [Halloween](https://www.banterspeech.com.au/product-tag/halloween/)
- [famous essays](https://www.banterspeech.com.au/product-tag/famous-essays/)
- [pre-literacy](https://www.banterspeech.com.au/product-tag/pre-literacy/)
- [preschoolers](https://www.banterspeech.com.au/product-tag/preschoolers/)
- [essays](https://www.banterspeech.com.au/product-tag/essays/)
- [groups](https://www.banterspeech.com.au/product-tag/groups/)
- [not](https://www.banterspeech.com.au/product-tag/not/)
- [things that don't belong](https://www.banterspeech.com.au/product-tag/things-that-dont-belong/)
- [writing foundations](https://www.banterspeech.com.au/product-tag/writing-foundations/)
- [narrative writing](https://www.banterspeech.com.au/product-tag/narrative-writing/)
- [creative writing](https://www.banterspeech.com.au/product-tag/creative-writing/)
- [stories](https://www.banterspeech.com.au/product-tag/stories/)
- [story-telling](https://www.banterspeech.com.au/product-tag/story-telling/)
- [SLP Starter Pack](https://www.banterspeech.com.au/product-tag/slp-starter-pack/)
- [private practice templates](https://www.banterspeech.com.au/product-tag/private-practice-templates/)
- [speech pathology clinic templates](https://www.banterspeech.com.au/product-tag/speech-pathology-clinic-templates/)
- [answering short answer questions](https://www.banterspeech.com.au/product-tag/answering-short-answer-questions/)
- [academic verbs](https://www.banterspeech.com.au/product-tag/academic-verbs/)
- [background knowledge](https://www.banterspeech.com.au/product-tag/background-knowledge/)
- [world knowledge](https://www.banterspeech.com.au/product-tag/world-knowledge/)
- [long](https://www.banterspeech.com.au/product-tag/long/)
- [uncontractible copulas](https://www.banterspeech.com.au/product-tag/uncontractible-copulas/)
- [as](https://www.banterspeech.com.au/product-tag/as/)
- [dental-bilabial](https://www.banterspeech.com.au/product-tag/dental-bilabial/)
- [dental-dental](https://www.banterspeech.com.au/product-tag/dental-dental/)
- [palatal-bilabial](https://www.banterspeech.com.au/product-tag/palatal-bilabial/)
- [palatal-alveolar](https://www.banterspeech.com.au/product-tag/palatal-alveolar/)
- [palatal-velar](https://www.banterspeech.com.au/product-tag/palatal-velar/)
- [prevocalic voicing](https://www.banterspeech.com.au/product-tag/prevocalic-voicing/)
- [minimal pairs](https://www.banterspeech.com.au/product-tag/minimal-pairs/)
- [postvocalic devoicing](https://www.banterspeech.com.au/product-tag/postvocalic-devoicing/)
- [final consonant deletion](https://www.banterspeech.com.au/product-tag/final-consonant-deletion/)
- [FCD](https://www.banterspeech.com.au/product-tag/fcd/)
- [fronting](https://www.banterspeech.com.au/product-tag/fronting/)
- [stopping](https://www.banterspeech.com.au/product-tag/stopping/)
- [weak syllable deletion](https://www.banterspeech.com.au/product-tag/weak-syllable-deletion/)
- [cluster reduction](https://www.banterspeech.com.au/product-tag/cluster-reduction/)
- [deaffrication](https://www.banterspeech.com.au/product-tag/deaffrication/)
- [gliding](https://www.banterspeech.com.au/product-tag/gliding/)
- [Initial Consonant Deletion](https://www.banterspeech.com.au/product-tag/initial-consonant-deletion/)
- [ICD](https://www.banterspeech.com.au/product-tag/icd/)
- [complex clusters](https://www.banterspeech.com.au/product-tag/complex-clusters/)
- [3-sound clusters](https://www.banterspeech.com.au/product-tag/3-sound-clusters/)
- [spl](https://www.banterspeech.com.au/product-tag/spl/)
- [str](https://www.banterspeech.com.au/product-tag/str/)
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- [skr](https://www.banterspeech.com.au/product-tag/skr/)
- [spr](https://www.banterspeech.com.au/product-tag/spr/)
- [true clusters](https://www.banterspeech.com.au/product-tag/true-clusters/)
- [sm](https://www.banterspeech.com.au/product-tag/sm/)
- [sn](https://www.banterspeech.com.au/product-tag/sn/)
- [sonority difference of 2](https://www.banterspeech.com.au/product-tag/sonority-difference-of-2/)
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- [fl](https://www.banterspeech.com.au/product-tag/fl/)
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- [sonority difference of 4](https://www.banterspeech.com.au/product-tag/sonority-difference-of-4/)
- [sw](https://www.banterspeech.com.au/product-tag/sw/)
- [bl](https://www.banterspeech.com.au/product-tag/bl/)
- [gl](https://www.banterspeech.com.au/product-tag/gl/)
- [br](https://www.banterspeech.com.au/product-tag/br/)
- [dr](https://www.banterspeech.com.au/product-tag/dr/)
- [gr](https://www.banterspeech.com.au/product-tag/gr/)
- [sonority difference of 5](https://www.banterspeech.com.au/product-tag/sonority-difference-of-5/)
- [kl](https://www.banterspeech.com.au/product-tag/kl/)
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- [Glides](https://www.banterspeech.com.au/product-tag/glides/)
- [phonological processes](https://www.banterspeech.com.au/product-tag/phonological-processes/)
- [f initial](https://www.banterspeech.com.au/product-tag/f-initial/)
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- [velars](https://www.banterspeech.com.au/product-tag/velars/)
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- [initial](https://www.banterspeech.com.au/product-tag/initial/)
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- [short notice cancellation](https://www.banterspeech.com.au/product-tag/short-notice-cancellation/)
- [NDIS](https://www.banterspeech.com.au/product-tag/ndis/)
- [supervision book](https://www.banterspeech.com.au/product-tag/supervision-book/)
- [angry](https://www.banterspeech.com.au/product-tag/angry/)
- [conversation starters](https://www.banterspeech.com.au/product-tag/conversation-starters/)
- [ICF](https://www.banterspeech.com.au/product-tag/icf/)
- [F-Word Framework](https://www.banterspeech.com.au/product-tag/f-word-framework/)
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- [chores](https://www.banterspeech.com.au/product-tag/chores/)
- [written procedures](https://www.banterspeech.com.au/product-tag/written-procedures/)
- [language scaffold](https://www.banterspeech.com.au/product-tag/language-scaffold/)
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- [many](https://www.banterspeech.com.au/product-tag/many/)
- [Speech Pathology Week](https://www.banterspeech.com.au/product-tag/speech-pathology-week/)
- [communication skills](https://www.banterspeech.com.au/product-tag/communication-skills/)
- [participation](https://www.banterspeech.com.au/product-tag/participation/)
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- [biographies](https://www.banterspeech.com.au/product-tag/biographies/)
- [short reports](https://www.banterspeech.com.au/product-tag/short-reports/)
- [short stories](https://www.banterspeech.com.au/product-tag/short-stories/)
- [sentence writing practice](https://www.banterspeech.com.au/product-tag/sentence-writing-practice/)
- [descriptive paragraphs](https://www.banterspeech.com.au/product-tag/descriptive-paragraphs/)
- [sentence level](https://www.banterspeech.com.au/product-tag/sentence-level/)
- [generalisation of speech sounds](https://www.banterspeech.com.au/product-tag/generalisation-of-speech-sounds/)
- [speech sound sequence](https://www.banterspeech.com.au/product-tag/speech-sound-sequence/)
- [business planning](https://www.banterspeech.com.au/product-tag/business-planning/)
- [homework](https://www.banterspeech.com.au/product-tag/homework/)
- [progress note template](https://www.banterspeech.com.au/product-tag/progress-note-template/)
- [because sentences](https://www.banterspeech.com.au/product-tag/because-sentences/)
- [because scaffold](https://www.banterspeech.com.au/product-tag/because-scaffold/)
- [if sentences](https://www.banterspeech.com.au/product-tag/if-sentences/)
- [if scaffold](https://www.banterspeech.com.au/product-tag/if-scaffold/)
- [movement breaks](https://www.banterspeech.com.au/product-tag/movement-breaks/)
- [therapy session activity break](https://www.banterspeech.com.au/product-tag/therapy-session-activity-break/)
- [reluctant readers](https://www.banterspeech.com.au/product-tag/reluctant-readers/)
- [pokemon](https://www.banterspeech.com.au/product-tag/pokemon/)
- [mario kart](https://www.banterspeech.com.au/product-tag/mario-kart/)
- [steam trains](https://www.banterspeech.com.au/product-tag/steam-trains/)
- [supercars](https://www.banterspeech.com.au/product-tag/supercars/)
- [disney princesses](https://www.banterspeech.com.au/product-tag/disney-princesses/)
- [the avengers](https://www.banterspeech.com.au/product-tag/the-avengers/)
- [yu-gi-oh](https://www.banterspeech.com.au/product-tag/yu-gi-oh/)
- [lego](https://www.banterspeech.com.au/product-tag/lego/)
- [minecraft](https://www.banterspeech.com.au/product-tag/minecraft/)
- [reading comprehension passages](https://www.banterspeech.com.au/product-tag/reading-comprehension-passages/)
- [subordinate clause](https://www.banterspeech.com.au/product-tag/subordinate-clause/)
- [consonant clusters](https://www.banterspeech.com.au/product-tag/consonant-clusters/)
- [reading practice](https://www.banterspeech.com.au/product-tag/reading-practice/)
- [functional communication](https://www.banterspeech.com.au/product-tag/functional-communication/)
- [real world](https://www.banterspeech.com.au/product-tag/real-world/)
- [us](https://www.banterspeech.com.au/product-tag/us/)
- [them](https://www.banterspeech.com.au/product-tag/them/)
- [so sentences](https://www.banterspeech.com.au/product-tag/so-sentences/)
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- [SVAA](https://www.banterspeech.com.au/product-tag/svaa/)
- [between](https://www.banterspeech.com.au/product-tag/between/)
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- [vowel consonant words](https://www.banterspeech.com.au/product-tag/vowel-consonant-words/)
- [AHA speech pathology](https://www.banterspeech.com.au/product-tag/aha-speech-pathology/)
- [writing program](https://www.banterspeech.com.au/product-tag/writing-program/)
- [descriptive writing](https://www.banterspeech.com.au/product-tag/descriptive-writing/)
- [explicit writing program](https://www.banterspeech.com.au/product-tag/explicit-writing-program/)
- [persuasive writing](https://www.banterspeech.com.au/product-tag/persuasive-writing/)
- [persuasive writing scaffolds](https://www.banterspeech.com.au/product-tag/persuasive-writing-scaffolds/)
- [opinion pieces](https://www.banterspeech.com.au/product-tag/opinion-pieces/)
- [fully-scripted writing program](https://www.banterspeech.com.au/product-tag/fully-scripted-writing-program/)
- [speech pathologist](https://www.banterspeech.com.au/product-tag/speech-pathologist/)
- [launching a private practice](https://www.banterspeech.com.au/product-tag/launching-a-private-practice/)
- [spelling](https://www.banterspeech.com.au/product-tag/spelling/)
- [doubling rule](https://www.banterspeech.com.au/product-tag/doubling-rule/)
- [Oakville Program](https://www.banterspeech.com.au/product-tag/oakville-program/)
- [school age children who stutter](https://www.banterspeech.com.au/product-tag/school-age-children-who-stutter/)
- [prefixes](https://www.banterspeech.com.au/product-tag/prefixes/)
- [morphology](https://www.banterspeech.com.au/product-tag/morphology/)
- [worker clearances](https://www.banterspeech.com.au/product-tag/worker-clearances/)
- [NDIS HR System](https://www.banterspeech.com.au/product-tag/ndis-hr-system/)
- [writing stories](https://www.banterspeech.com.au/product-tag/writing-stories/)
- [story scaffolds](https://www.banterspeech.com.au/product-tag/story-scaffolds/)
- [how to write a story](https://www.banterspeech.com.au/product-tag/how-to-write-a-story/)
- [nor](https://www.banterspeech.com.au/product-tag/nor/)
- [compare and contrast](https://www.banterspeech.com.au/product-tag/compare-and-contrast/)
- [stutter-affirming care](https://www.banterspeech.com.au/product-tag/stutter-affirming-care/)
- [teenagers who stutter](https://www.banterspeech.com.au/product-tag/teenagers-who-stutter/)