![]() ![]() One of the best things an SLP can do to build syntax in speech therapy is to directly teach specific sentences structures and that’s why the next four articles in the Syntax Goals for Speech Therapy will tell you exactly which sentence types to teach. When they read, the books doesn’t make sense to them because the sentences are structured the way THEY would say them. They can’t get their ideas across effectively because they have disorganized language. Our students have a poor sense of sentence structure One of our first steps to helping improve our students’ syntax is defining the biggest problems. The majority of this guide to writing syntax goals for speech therapy comes directly from this article (although you’ll see me cite a number of other sources as well). Unraveling difficult sentences: Strategies to support reading comprehension, Intervention in School and Clinic 2017, 52, 218–227. This article was also reviewed by Erickson Education Consulting in June 2017 as well in a blog post series. cleared up some confusion with an article he wrote in Intervention in School and Clinic. I came across it on Smart Speech Therapy’s Facebook page back in April of 2017 in this post. It can also make our therapy more effective, because we’re hitting the skills holding them back in the first place. If we’re aware of the biggest culprits behind their processing difficulties, this can narrow our focus considerably. Part of the reason I’m giving you the IEP goal bank at the end of the series is so I can make sure you know the high-priority skills first. That’s why for syntax, its necessary to examine the types of sentences that are MOST difficult to process, because these are the ones that will give our students with language impairments the biggest headaches. We don’t have time to get to them all, nor do we need to. If your students are struggling with sentence structure, the list of error patterns they make can seem endless. But I’ll still give it to you just in case you need it □īefore we dive in to how exactly we should write syntax goals for speech therapy, we need to prioritize. To be honest, I hope to give you enough information about syntax goals that you won’t need an IEP goal bank. I’ll even promise what you could call an “IEP Goal Bank” for syntax that will come at the very end of the series. If you have this problem too, you’ll want to keep reading, because his post is the beginning of a five-article series for SLPs called Syntax Goals for Speech Therapy. I was using all kinds of complex sentence structures because I intuitively knew how and when to use them…but I didn’t have the ability to explain what I was doing. It’s that I knew them so well IMPLICITLY, that I couldn’t explain them EXPLICITLY, which was what my students needed. ![]() It’s not that I didn’t “know” them in the sense that I wasn’t able to communicate effectively. Well for me at least, I found it hard to teach syntactic results because I didn’t know them myself. Yet it can be really hard to write syntax goals for speech therapy even if we’re using some type of IEP goal bank. If we don’t understand sentence structure, the sentences we say will be pretty disorganized. We won’t be able to understand sentences when we’re reading or heading them if we don’t understand how they’re put together. This makes perfect sense if you think about it. ![]() Their reading and writing skills may be poor, and they struggle to follow directions.Īs it turns out, this is no coincidence, because syntactic skills are proven to be correlated with reading and listening comprehension skills (Scott, 2009 Westby, 2012). These are the kids teachers refer to you with “processing difficulties”. ![]() If you have students like this, their problem might be related to syntax. Maybe something sounds “off”, disorganized, or incomplete…but you can’t figure out what’s wrong? If you struggle to write syntax goals for speech therapy, what you’re about to read will make your life substantially easier (spoiler alert: it involves a mini-IEP goal bank).ĭo you have students who can’t get their ideas across and don’t “sound right” when they’re talking? ![]()
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