Speech is how we say sounds and words. Speech includes:
Articulation How we make speech sounds using the mouth, lips, and tongue. For example, we need to be able to say the “r” sound to say "rabbit" instead of "wabbit.”
Voice How we use our vocal folds and breath to make sounds. Our voice can be loud or soft or high- or low-pitched. We can hurt our voice by talking too much, yelling, or coughing a lot.
Fluency This is the rhythm of our speech. We sometimes repeat sounds or pause while talking. People who do this a lot may stutter.
Language refers to the words we use and how we use them to share ideas and get what we want. Language includes:
What words mean. Some words have more than one meaning. For example, “star” can be a bright object in the sky or someone famous.
How to make new words. For example, we can say “friend,” “friendly,” or “unfriendly” and mean something different.
How to put words together. For example, in English we say, “Peg walked to the new store” instead of “Peg walk store new.”
What we should say at different times. For example, we might be polite and say, “Would you mind moving your foot?” But, if the person does not move, we may say, “Get off my foot!”
We can have trouble with speech, language, or both. Having trouble understanding what others say is a receptive language disorder. Having problems sharing our thoughts, ideas, and feelings is an expressive language disorder. It is possible to have both a receptive and an expressive language problem.
When we have trouble saying sounds, stutter when we speak, or have voice problems, we have a speech disorder. (ASHA.org)
Plan activities which include sound awareness and discrimination
Sing songs, read stories and play games that emphasize letter sounds
Break directions into smaller, 1-2 part chunks
Frequently check-in for understanding
Make words and concepts as concrete as possible by using real-life items or examples
Use visuals and graphic organizers for directions, daily routines, and new concepts
Provide multiple opportunities/repetitions for learning new concepts
Talk frequently with students about topics that are of high interest to them
"Go one level up" - imitate a student’s verbal expression and add one word to model expanded language at his/her appropriate learning level
Incorporate role-playing, story-telling and play-acting into activities
Encourage students to tell you what they want rather than anticipating their needs
Minimize interruptions, competition and quiz-like questioning
Model acceptance for individual differences (NCSD SLP Website)
"The most important thing in communication is to hear what isn't being said."
-Peter Drucker