Menu

All Speech, Language, and Hearing articles

By: Reading Rockets (2012)
Discover the importance of early language, listening, and speaking on literacy development. If you suspect that your child or a student is struggling with speech, language, and/or hearing problems, learn more about testing and assessment, accommodations, and additional professional help. You'll also find tips on reading aloud with children who have speech and language problems or who are deaf or hard of hearing.

By: Patti Ralabate, American Speech-Language-Hearing Association (2012)
Universal Design for Learning (UDL) provides the opportunity for all students to access, participate in, and progress in the general-education curriculum by reducing barriers to instruction. Learn more about how UDL offers options for how information is presented, how students respond or demonstrate their knowledge and skills, and how students are engaged in learning.

By: Reach Out and Read (2011)
Children with speech and language problems may have trouble sharing their thoughts with words or gestures. They may also have a hard time saying words clearly and understanding spoken or written language. Reading to your child and having her name objects in a book or read aloud to you can strengthen her speech and language skills.

By: Reach Out and Read (2011)
You'll find sharing books together is a great way to bond with your son or daughter and help your child's development at the same time. Give your child a great gift that will last for life — the love of books.

By: Laurent Clerc National Deaf Education Center (2010)
Learn about American Sign Language (ASL)/English bilingual programs to support the acquisition, learning, and use of ASL and English to meet the needs of diverse learners who are deaf and hard of hearing.

By: Laurent Clerc National Deaf Education Center (2010)
This article describes research-based principles and best practices for reading to deaf children. The underlying principle is a positive belief in the children's ability to become strong, enthusiastic readers.

By: National Dissemination Center for Children with Disabilities (NICHCY) (2010)

By: National Dissemination Center for Children with Disabilities (NICHCY) (2010)

By: American Speech-Language-Hearing Association (2010)
Hearing is critical to speech and language development, communication, and learning. Children with listening difficulties due to hearing loss or auditory processing problems continue to be an underidentified and underserved population.

By: Reading Rockets (2009)
Parents and caregivers are often the first to notice when their child may be showing signs of delayed development. Get answers and advice with this easy-to-understand information about developmental delays.

By: National Institutes of Health (2009)
The National Institute on Deafness and Other Communication Disorders presents age-related guidelines that can help you determine if your child's speech and language skills are developing on schedule.

By: American Speech-Language-Hearing Association (2008)
Every child is unique and has an individual rate of development. This chart represents, on average, the age by which most children will accomplish skills in hearing, understanding, and talking.

By: American Speech-Language-Hearing Association (2008)
Answers to frequently asked questions on how to help children with communication disorders, particularly in regards to speaking, listening, reading, and writing.

By: Reading Rockets (2008)
Healthy hearing is critical to a child's speech and language development, communication, learning, and social development. Children who do not hear well are at an increased risk of becoming struggling readers. Here are some signals that may indicate a hearing problem.

By: American Speech-Language-Hearing Association (2008)
The American Speech-Language-Hearing Association offers these age-appropriate ways that parents can engage their young children to help develop speech and language abilities.

By: American Speech-Language-Hearing Association (2008)
Learning to speak two languages is like learning any other skill. To do it well, children need lots of practice, which parents can help provide. This American Speech-Language-Hearing Association brief gives information and tips for parents.

By: American Speech-Language-Hearing Association (2008)
Anyone at any age can learn a second language after a first language is already established, but it takes a lot of practice. Second language acquisition often happens when a child who speaks a language other than English goes to school for the first time. This American Speech-Language-Hearing Association brief looks at the best way to teach a second language and how speech professionals can help.

By: Reading Rockets (2007)
Most words in a child's vocabulary come from everyday encounters with language. Children pick up language from books, media, and conversations with the people in their lives. Here are some ways you can increase your child's vocabulary and background knowledge, and strengthen the foundation for their reading success.

By: Louise Spear-Swerling (2006)
Studies have indicated that as many as 40-75% of children with specific language impairment will have problems in learning to read. This article offers tips for parents and educators to help learners develop their language skills.

By: Barbara J. Ehren, Judith Montgomery, Judy Rudebusch, Kathleen Whitmire (2006)
Speech-language pathologists (SLPs) can play a number of important roles in using RTI to identify children with disabilities and provide needed instruction to struggling students in both general education and special education settings. But these roles will require some fundamental changes in the way SLPs engage in assessment and intervention activities.

By: Celeste Roseberry-McKibbin, Alejandro Brice (2005)
How can you tell when a student has a language-learning disability and when he or she is merely in the normal process of acquiring a second language?

By: American Speech-Language-Hearing Association (2004)
If your child or student is a "poor" listener, frequently misunderstands speech, and has difficulty following directions, read this article. Learn symptoms of Central Auditory Processing Disorder, how it is diagnosed, and what can be done about it.

By: Teri James Bellis (2004)
This article, from the American Speech-Language-Hearing Association, distinguishes auditory processing disorder from other disorders. Symptoms and treatment are described. An explanation is provided of the role of the multidisciplinary team and the role of the audiologist, which is the only profession that can legitimately diagnose auditory processing disorders.

By: National Institute on Deafness and Other Communication Disorders (2004)
Children with auditory processing disorder (APD) often do not recognized the subtle differences between sounds in words because a dysfunction makes it difficult for the brain to interpret the information. The National Institute on Deafness and Other Communication Disorders presents basic information on symptoms, diagnosis, and current research of APD.

By: Southwest Educational Development Laboratory (2004)
Hearing the difference between similar sounding words such as grow and glow is easy for most children, but not for all children. Children who unable to hear these differences will be confused when these words appear in context, and their comprehension skills will suffer dramatically.

By: Reading Rockets (2004)
Children must understand how speech sounds work to be ready for instruction in reading and writing. There are many activities that you can do with your students to help them increase their knowledge of speech sounds and their relationship to letters.

By: Dr. Deborah Moncrieff (2001)
Children with dyslexia are often referred to the audiologist to be evaluated for auditory processing disorder (APD). The relationship between dyslexia and APD is can be confusing, and this article helps professionals untangle the symptoms of the different difficulties.

By: International Dyslexia Association (2000)
Dyslexia is the most common cause of reading, writing and spelling difficulties. This article provides a brief overview list of typical signs of dyslexia in preschool and kindergarten.

By: American Speech-Language-Hearing Association (2000)
If your child hasn't started speaking by age one and or you are worried about their speech and language skills, there may be a concern. Early identification is key. They need to receive treatment before school begins so they won't miss out on essential pre-reading skills. Learn what the American Speech-Language-Hearing Association has to say about early identification, evaluation, and speech-language treatments.

"The man who does not read good books is no better than the man who can't." — Mark Twain