1803 Ward Drive, Suite 202, Murfreesboro, TN 37129 | info@brightbeginningsptc.com



Bright Beginnings is proud to offer a variety of services including:
• Evaluations 
• Individual and Group Clinic-Based therapy 
• Consultations
• Screenings 
• Contract services  
• In-services/Training
For more information about these
services, contact us at 615-898-7461.
 

 
Articulation Language Stuttering Hearing Voice Augmentative and Alternative Communication (AAC) Reading

Reading
http://www.asha.org/docs/html/GL2001-00062.html

"Appropriate roles and responsibilities for SLPs are dynamic in relation to the evolving knowledge base and have implications for research, academic, and clinical education. These roles include, but are not limited to:

  • preventing written language problems by fostering language acquisition and emergent literacy

  • identifying children at risk for reading and writing problems

  • assessing reading and writing

  • providing intervention and documenting outcomes for reading and writing

  • assuming other roles, such as providing assistance to general education teachers, parents, and students; advocating for effective literacy practices; and advancing the knowledge base."

Pre-reading skills

http://library.utah.gov/programs/youth/documents/UKRTRbrochure.pdf

"Print Motivation: Thinking that books and reading are fun.

Vocabulary: Know the names of things

Print awareness: Recognizing print and understanding how books work.

Narrative skills: Being able to tell stories and describe things.

Letter knowledge: Understanding that each letter has its own name and sound.

Phonemic awareness is the understanding that words are made up of sounds which can be
assembled in different ways to make different words."

Risk factors

Group risk factors

"It is abundantly clear that some groups of children are at risk for reading difficulties because they are affected by any or all of the following conditions:

  • they are expected to attend schools in which achievement is chronically low

  • they reside in low-income families and live in poor neighborhoods

  • they have limited proficiency in spoken English

  • they speak a dialect of English that differs substantially from the one used in school

Individual risk factors

http://www.readingrockets.org/article/280

The evidence also indicates that individual children, whether or not faced with the adverse conditions just mentioned, may be at greater risk than other otherwise-comparable children for reading difficulties for any or all of the following reasons:

  • they are children of parents with histories of reading difficulty

  • they have acquired less knowledge and skill pertaining to literacy during the preschool years, either through lack of appropriate home literacy experiences and/or as a result of some inherent cognitive limitations

  • they lack age-appropriate skills in literacy-related cognitive-linguistic processing, especially phonological awareness, confrontational naming, sentence/story recall, and general language ability

  • they have been diagnosed as having specific early language impairment

  • they have a hearing impairment

  • they have a primary medical diagnosis with which reading problems tend to occur as a secondary symptom"
 
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1803 Ward Drive, Suite 202, Murfreesboro, TN 37129
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