Regular Plurals (A)
What is a regular plural?
Adding "s" or "es" to the end of a word to increase its value from one, to more than one
EX: one cat, two cats
EX: one box, two boxes
What is rhyme recognition?
Fundamental phonological skill
Ability to identify words that contain the same ending sound
EX: hat, cat, pat
What is present-progressive?
Type of verb tense used when describing an action that is occurring in the current moment
EX: Am/is/are + verb ending in ING (Is running)
Deficits look like: not using using ING or not using auxiliary verbs
It may be more effective to r____ or e____ a child’s utterance than to directly correct the child’s form.
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repeat, expand
How can SLPs target regular plural production with their clients?
A play-based approach could be to play, "I Spy," with Keisha. Set up the therapy room with pairs of identical objects around the room.
"I spy... something brown."
Begin the game by modeling the language (EX: two cats), and fade prompts as needed.
How can SLPs target rhyme recognition given the case example, "Keisha," from this chapter?
Start by explaining to client that rhymes are words that end in the same way
Create index cards, each with a number 1-10 and give them to the client. Have a list of words ready that rhyme with number (words like ton, sun, and pun to rhyme with card one)
The SLP then reads rhyming words to client and has them hold up the corresponding card
How could an SLP target the use of present-progressives (specifically in Keisha's case)?
Keisha only occasionally uses ING in her speech
Play Simon Says with the child
EX: (If child is able to follow 1-step directions). "Simon Says... jump!" (Child jumps) SLP asks: What are you doing? Child says, "Jumping!" (Correct and model language if incorrect).
Pair the introduction of a new vocabulary word with its p___ version to promote the development of emergent literacy skills.
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