Say It Again

44 - SOUNDS
26 - Letters
6- SYLLABLE TYPES…
Make up BILLIONS of WORDS… which can be arranged and Re-Arranged to BUILD SENTENCES.
Sentences combined… yield Paragraphs and Paragraphs produce Compositions.

This is a Skeletal Synopsis of the the Writing Process.

Treating speech sounds purely as a motor behavior fails the child. If you do not embed letters and orthographic instruction (showing printed text) directly into speech therapy, you may miss the window to build the visual-auditory bridge your clients will need for educational success.

Similarly, assuming your child will outgrow speech simplifications by kindergarten, severely compromises their initial reading instruction.

As Language Specialist, the most successful Long-Term strategy is shifting from traditional articulation drills to:
Literacy-Focused Speech Interventions.
Simply put, we NEED to INCORPORATE letters during speech therapy from day one.
If a child is working on the S-Blends to correct a process like "Cluster Reduction" (saying "nake" for "snake"), show them the letters and perhaps more effectively teach them to SLIDE From one Sound to the Next using the letters tactically to properly BUILD the Cluster while they practice oral productions.
This multi-sensory method (STRATEGY) anchors the sound to a visual symbol, which supports actively building the reading brain, while fixing the speech error.

PROFESSIONAL IMPLICATIONS:
It’s Almost like a “Catch22”
In many cases, the private practice SLP provides intensive intervention under the “Pretense” of Fixing the SSD; However (ORALLY) remediation ALONE, DOES NOT eliminate the Underlying Phonological Processing Problems… THUS We are in essence BUILDING a Wait-to- Fail-Model.

Conversely, I See The Other Side of the Coin as I Work with Preschool/ Headstart Programs where School-Based SLP’s Continuously say, “ PrivatePractice SLP’s (Especially in the Case of BLENDS) are targeting sounds that are Developmentally INAPPROPRIATE).
Those NORMS may have worked 20’or even 10 years ago, but TODAY, KINDERGARTNERS are EXPECTED to Be Reading Before the Exit Kindergarten.

As a PROFESSION… We Have Got to Get On ONE ACCORD, Because “THESE” ARE THE SAME Kiddos RECEIVING IDEA Placement As LANGUAGE-SPEECH ONLY Students, WITH Decoding and Early Literacy (READING) Goals.

There is really NO-ONE Side to Blame.
The Sad REALITY is that SO OFTEN School-Based SLP’s are the Ones…
Left-Holding-The-Bag, With Little Or in SOME Cases NO Knowledge or Understanding of how the TWO- ORAL & WRITTEN Language- Are Really ONE.

If You are “Fortunate” Enough to practice Exclusively in either of these TWO Domains Remember that Our Children are ONE-In The-SAME.

As a Private Practice- Clinician, working in Both, I have come to Recall So Many Children I have FAILED, because I MISSED the Critical-Window-of-Opportunity to INTRODUCE the the Oral/Written Language Connection through the use of Multi-Modal Learning processes that can also include Phonological Awareness and tactical awareness to introduce handwriting.

Using Multimodal techniques such as “SKYWRITING” seeing the error visually while being able to map the Orthographical Symbol to the Sound can be a highly effective tool for activating learning and intentionally mapping new neural networks.

FINALLY, But MOST IMPORTANTLY, The ABILITY To Be CONFIDENT In ANY AND All Facets of An SLP Does NOT Began When You Graduate.
The Top Programs Should Be Preparing CLINICIANS as The LANGUAGE EXPERT.
That Includes:
Oral Language
Written Language, and MOST Of ALL A CLEAR UNDERSTANDING of the ROLE ORAL LANGUAGE Plays In Reading.

I AM “THAT” SPEECH-LANGUAGE PATHOLOGIST

The Mystery, IS THIS:
THROUGH CHRIST’s - Death, Burial, & RESURRECTION, The IMAGE Of The INVISIBLE GOD and ALL The POWER Of The GOD-HEAD, THROUGH The HOLY SPIRIT…
NOW LIVES INSIDE OF Me…
And You - IF YOU BELIEVE In The DEITY of The SON.

Get SLIGHTLY Ahead of the NEW MONTH & Start YOUR WEEK, With This REMINDER, Happy MONDAY

Rarely!
Simply because it is a product of neurobiology.

Dyslexia rarely travels alone. 💙

Dyslexia commonly co-occurs with other neurodevelopmental conditions, including ADHD and Developmental Language Disorder (DLD).

Sometimes, one diagnosis is only part of the picture.

McGrath & Stoodley, 2019; Snowling et al., 2020

The role of an SLP is SO intricate, because communication is the bedrock of everything we do.
The Hallmark of reading is comprehension, while phonology, morphology, and linguistic understanding of vocabulary (semantics) are the road maps to achieving the pragmatic functions of its presentation. And If YOU’re questioning the validity of this premise. Try reading a sentence that is syntactically incorrect.

Parents, Caregivers, and Early Childhood Service Providers:
Please Take Note!

Writing (in general) and more specifically Handwriting are so important to the Reading and Spelling processes.

📚 Confidence Over Complexity: The Power of Hi-Lo Literature for Dyslexic Learners
Did you know that 60% to 80% of a school-aged child’s vocabulary comes from a rich oral language environment and consistent exposure to literature?
During the preschool years, children soak up words through oral language—built entirely on Listening Comprehension and Oral Expression. But once they enter formal schooling, they face a wave of complex written vocabulary. For individuals with dyslexia, this transition can create a gap between what they can understand auditorily and what they can decode on a page.
When parents ask, "What types of books should my child be reading?" the answer isn't "harder" books. It is books that protect their emotional energy and build trust in their own abilities.

💡 The Power of High-Low Literature
High-Low (Hi-Lo) literature refers to text that is:
* HIGH Interest: Capitalizes on the reader's personal passions, hyperfocus topics, and strengths.
* LOW Level: Written at an accessible readability level.
Accessible simply means within reach. It allows a dyslexic learner to practice reading words with easily recognizable letter-sound patterns and familiar syllable structures. In essence, the child is not struggling.

🛠️ Dyslexia-Specific Strategies Using Hi-Lo Text
To maximize the impact of Hi-Lo literature and decodable readers for dyslexic learners, incorporate these neurodivergent-affirming strategies:
* Pave the Way with Orthographic Mapping: Connect speech to print by mapping out tricky or irregular words visually and phonemically before reading the book.
* Embrace Multimodal Reading: Allow learners to use audiobooks while tracking text visually in a Hi-Lo book to bridge the gap between decoding and high-level comprehension.
* Honor the Double-Deficit (RAN/Phonology): Use texts with predictable syllable structures to ease the cognitive load on rapid automatized naming (RAN) and working memory.
* Prioritize Dyslexia-Friendly Formats: Select books with heavy paper matte (to reduce glare), larger font sizing, increased line spacing, and clean sans-serif typography.
* Keep Cognitive Interest High: Ensure the characters, plotlines, and concepts respect the child's actual chronological age and intellect, even if the decoding level is simplified.
For neurodivergent learners, Decodable Readers and Hi-Lo texts provide skilled practice while building true autonomy.
In reading... like most things in life... CONFIDENCE REALLY MATTERS.


Delisha D. Speech, M.S, CCC-SLP
✨ Certified Speech-Language Pathologist
✨ Certified Dyslexia Therapist


🚨 Professional Development

School districts, early childhood education programs, clinical directors, or professional organizations:

If you want to learn how to shift from a "deficit-based" reading model to a neurodivergent-affirming, confidence-first literacy framework.

We are Booking PD & Speaking Engagements for the 2026-2027 Academic Year!

SO Yesterday Ms. Rae, from Birmingham, officially Started Her Online Structured Literacy Journey to Discovering,
“OH The PLACES She Will GO.”
I think our Wordless Reader
“Pancakes for Breakfast” was a HIT!
Sparking Conversation, to Generate Oral Language, Building Background Knowledge, and Tackling, “Sequencing,” One of Languages Most Important Foundational Skills Needed to Become a Successful Reader!

How Many Could You Eat?
Who in Your Household Would Eat the Most?
HOW Many More would They Eat Than You?
……………………………………………………….
But I KNOW For Sure, The BEST Part to Her Was Attempting to “MASTER”
(On-Day-One)
Writing Her FIRST Cursive Letter!

Swing Up,
Straight Back Down,
Release &
Dot!

The Journey of A LIFETIME Begins With ONE Step!