1 of 238

��

The Art of Accessing &

Applying Amazing Materials & Activities from the Library�� Megan Panatier, MS, CCC-SLP�

09/09/2021

2 of 238

��Do you have a library card? Get one!

3 of 238

Megan Panatier, MS, CCC-SLP��La Crescenta, CA

@meganpanatier Twitter/Instagram

4 of 238

My two kids:��Maximus Twinkle�(dog)��Riley (daughter)

5 of 238

LinkedIn��University of California at Santa Cruz��Cal State Northridge

Megan Panatier panatier.megan@gmail.com

Speech Language Pathologist MS, CCC-SLP

linkedin.com/in/panatiermegan

UCSC undergraduate school – Language Studies (Linguistics/French/Japanese) 2001

CSUN graduate school – Communicative Disorders and Sciences (Speech Language Pathology) 2006

6 of 238

Centre international d'études pédagogiques ��Japan Exchange and Teaching Program

English teacher in France (CIEP)

1999-2000 at a middle school

and then in Japan (JET Program)

2001-2002 at a high school

7 of 238

MS, CCC-SLP State licensed and credentialed

Currently working at Los Angeles Unified School District LAUSD as an itinerant speech language pathologist in elementary schools

Board Member at Children’s Literature Council of Southern California CLCSC

8 of 238

Zero money

Disclaimer:

I am not receiving any compensation for this talk.

I do write a blog:

publiclibraryjourney.com

9 of 238

Public library journey blog��A-Z baby and me�

We visited all 73 Los Angeles Public Library – LAPL – locations (in order of branch number 00-72)

publiclibraryjourney.com

10 of 238

Los Angeles Public Library

12 of 238

My daughter Riley at 12 months old ��at Central Library Los Angeles in March 2017

13 of 238

Me, and Riley at 3.5 years old at the last LAPL branch 72 in Aug 2019

14 of 238

I love local public libraries and so should you

15 of 238

Purpose:

The purpose of this interview is :

to encourage speech language pathologists, audiologists, SLPAs and speech families- to get (and use) a public library card
Libraries open up opportunities for literacy and communication in a natural setting beyond the therapy room

16 of 238

So many opportunities, environments and experiences for listening and speaking

17 of 238

Outcome:

List the many ways a local library branch can foster literacy skills and all communication skills (supported by research) in and out of the therapy room, by providing communication opportunities for children in the real world, with commonplace resources any family can access

18 of 238

Learning while playing

19 of 238

Libraries are community goldmines:

Use your local public libraries as sources of literacy and emergent literacy materials/activities in therapy and carryover out of therapy so that families can practice

20 of 238

Read, baby read!

21 of 238

What is Literacy?��SLP scope of practice under language

Language- Spoken and written language (listening, processing, speaking, reading, writing, pragmatics)
Phonology
Morphology
Syntax
Semantics
Pragmatics (language use and social aspects of communication)
Prelinguistic communication (e.g., joint attention, intentionality, communicative signaling)
Paralinguistic communication (e.g., gestures, signs, body language)
Literacy (reading, writing, spelling)

22 of 238

ASHA 2016 scope of practice

https://www.asha.org/siteassets/publications/sp2016-00343.pdf

23 of 238

Spoken and written communication

https://www.asha.org/policy/sp2016-00343/

SLPs promote programs to increase public awareness, which are aimed at positively changing behaviors or attitudes.
Effective prevention programs are often community based and enable the SLP to help reduce the incidence of spoken and written communication and swallowing disorders as a public health and public education concern.
Examples of prevention and wellness programs include, but are not limited to, the following:

24 of 238

Language/�Literacy

Language impairment: Educate parents, teachers and other school-based professionals about the clinical markers of language impairment and the ways in which these impairments can impact a student's reading and writing skills to facilitate early referral for evaluation and assessment services.
Language-based literacy disorders: Educate parents, school personnel, and health care providers about the SLP's role in addressing the semantic, syntactic, morphological, and phonological aspects of literacy disorders across the lifespan.

25 of 238

Literacy Lessons

Literacy lessons (reading, writing) are EVERYWHERE and in everything we do (not just during speech therapy or school classroom)

26 of 238

Stores, libraries (regular places!)

Every time you enter a grocery store (or shop online), there are words everywhere

27 of 238

ACE hardware store

28 of 238

Print is everywhere

29 of 238

Printed text is ubiquitous

All of our professions, jobs, and families have common links. We can all learn from each other and inspire each other.
We may have different titles: Mom, Teacher, SLP – Supermarket Cashier, Sister, Brother, Caregiver, Librarian, Dad, Principal, Parent, Writer, Illustrator, Blogger, Security Guard, Doctor, Janitor, Student, Grandparent, Auntie, Movie director, Actor . . . Whatever.
We all are around printed materials all the time.

30 of 238

Kids (people in general really) mimic what they see, so if you’re reading, they’re reading

31 of 238

Kids will mimic what we do

32 of 238

We read, they read

33 of 238

I want Riley and my students to see me reading

34 of 238

Never stop reading aloud to kids

35 of 238

Free reading

I let my speech students read during lunch in my speech room

36 of 238

They will do what you do

37 of 238

Are you scrolling your phone or are you reading a book?

38 of 238

2 versions at once

39 of 238

In the speech therapy room

There are many opportunities for literacy in the speech therapy room – let’s look at what SLPs in the schools address:

40 of 238

Voice�Articulation�Fluency�Pragmatics�AAC�Language�Literacy�Communication�

41 of 238

My main therapy tool is books��I keep it simple

I use library books in my speech therapy sessions regularly
How I Use Library Books As A SLP in public elementary schools

42 of 238

How I use library books as a SLP in public elementary schools�

43 of 238

Language and Speech services

Public school based speech services, are services based on helping a child access academic curriculum – focusing on listening and speaking skills that adversely affect communication. These skills are mainly in four areas: language (receptive, expressive, pragmatic/social skills, AAC), articulation (production of sounds, phonology), voice (tone, pitch, volume), and fluency (stuttering).

44 of 238

Shari Robertson��There’s a book for that!

45 of 238

Voice

Voice, pitch, loudness

46 of 238

Voice

Voice – (understanding punctuation and fonts in print!) – Use: A Book With No Pictures, Little Blue Truck, Rain Talk, or ANY BOOK from the library! Change your pitch, up your volume, lower your volume, get sad when reading a sad part. Make the sounds of the rain and animals.

48 of 238

Articulation

Articulation, forming sounds in your mouth, the formation of clear and distinct sounds in speech
�

49 of 238

Articulation, Phonology

Articulation – Use books such as: Those Shoes, To Market To Market, Raindrop Plop or ANY BOOK you get from the library! Sounding out words and letters and exploring how we create sounds is possible with any book you pick up. Some have more target sounds than others, so find the ones that target goals for your kid! There are hundreds. . . .

50 of 238

Articulation

51 of 238

Fluency�Stuttering

Fluency, stuttering, getting stuck on words, repeating sounds and words

52 of 238

Fluency

Fluency – Use: wordless books, rhyming books like Ada Twist Scientist, Zin Zin Zin A Violin, or ANY BOOK you get from the library! Sing parts of rhymes, act out a story as if you’re putting on a play as the different characters.

53 of 238

Fluency, stuttering

54 of 238

Pragmatic �Language��Social �Skills

Pragmatics, social skills, turn taking in conversations, unspoken rules that everyone follows in society

55 of 238

Social skills

The social use of language (pragmatic language skills) of say, taking a different perspective: you could use Shrinking Mouse, There Was A Cat, Maddie’s Fridge, Last Stop on Market Street, There Was A Tribe of Kids, or ANY BOOK you check out from the library! Take turns in conversation about what you liked or didn’t like about the books – or how the book helped you empathize with someone else different than you.

56 of 238

Social skills – graphic novels

57 of 238

Language

Expressive Language, what you’re saying

Receptive language, what you’re hearing

58 of 238

Language

Language – You can use a lot of wordless books such as: Chalk, A Girl and A Bicycle, Flora and the Flamingo, or ANY BOOK you check out from the library! Describe what you see, talk about what is happening to the characters, use sticky note bubbles to make up your own dialogue for expressive skills. Retell the story in your own words after hearing it told, for receptive language skills.

59 of 238

Augmentative Alternative Communication- AAC

61 of 238

Unique Learning System��Symbol Stix��@N2Yinc

62 of 238

PrAACtical AAC.org��Carole Zangari

63 of 238

Literacy

Literacy skills (reading and writing)

64 of 238

ASHA scope of practice

Language- Spoken and written language (listening, processing, speaking, reading, writing, pragmatics)
Phonology
Morphology
Syntax
Semantics
Pragmatics (language use and social aspects of communication)
Prelinguistic communication (e.g., joint attention, intentionality, communicative signaling)
Paralinguistic communication (e.g., gestures, signs, body language)
Literacy (reading, writing, spelling)

65 of 238

Overall skills

Communication (sending and receiving information and processing)

66 of 238

Research

Communication practice is not just for 30 minutes or 60 minutes a week in the speech therapy room. It’s in everything a kid does. In school, and out of school.

Many people have been explaining these concepts for years, including:

67 of 238

SLPs and literacy

So many SLPs do research in this area:

68 of 238

Judy K. Montgomery,�� Ph.D., CCC-SLP, BCS-CL�Professor, Chapman University, Orange, CA��Barbara J. Moore, ��Ed.D., CCC-SLP, BCS-CL�Director, Special Services,�East Side Union High School District, San Jose, CA��ASHA conference 2017

Limited oral vocabulary, a hallmark of specific language impairment (SLI) is a serious obstacle to literacy skills.

Oral vocabulary is first learned indirectly in the home, then taught directly in schools. Children may command a small number of words due to a disability, lack of instruction or lack of opportunity-- or all three.

Even identified early, weak oral narrative skills often lead to weak reading skills, and eventually overall learning disabilities.

69 of 238

Judy Montgomery��Barbara Moore

Link to Reading and Writing
https://www.asha.org/public/speech/development/Literacy/

Literacy is your ability to read and write. These skills are important for school, at work, and at home. Speech-language pathologists, or SLPs, can help you learn to read and write.

70 of 238

Shari �Robertson�PhD�CCC-SLP��

There’s a Book for That!
Here are five reasons to use books to work on practically any speech or language skill.
Shari Robertson, PhD, CCC-SLP
https://doi.org/10.1044/leader.SCM.22122017.34

71 of 238

Shari Robertson�

Books provide a natural context for learning. They are efficient, convenient and fun.

Selecting fun books, which inspire a child to want to read, creates a functional context for learning language in both the oral and written modes.

72 of 238

Jennifer Taps Richard��SLPath.com��Consonant clusters

73 of 238

C. W. Haynes: From Talking To Writing��Terrill M. Jennings & Charles W. Haynes�

74 of 238

Where teachers, librarians and speech therapists meet in the middle

75 of 238

Carryover outside the therapy room��PDs for teachers by SLPs

There is only so much we can do (granted, we can do a lot!) in speech and language therapy. Kids and their families need accessible opportunities outside of the therapy room to practice the skills they are learning

Public libraries offer those accessible communication opportunities for all families

76 of 238

Make it routine to visit your local library branch (online too) – your experiences will inspire your students

77 of 238

Libraries are like candy stores for stories!

78 of 238

Public library cards

A library card is more than just a piece of plastic, it’s a never-ending gift card

E-cards are available too (if you don’t have an actual physical card)

79 of 238

City of Los Angeles ��LAPL

81 of 238

A library card is easy to get (google your local branch)

82 of 238

Map of LAPL

83 of 238

Map reading, speech to text (make navigation a literacy fun literacy lesson)

84 of 238

School curriculum

So how does this relate to school curriculum if you’re a SLP in the schools

85 of 238

PDs

Inservices by SLPs for school staff is important. . . (and online, zoom visits work too)

86 of 238

CCSS in school districts

87 of 238

CCSS:�Common�Core �State �Standards

School standards for English Language Arts –
Reading literature, reading informational text, phonics and word recognition, writing, language-grammar and vocabulary, speaking and listening

88 of 238

Common goals

Parents help with literacy

Teachers help with literacy

Speech pathologists help with literacy

Librarians help with literacy

Store clerks help with literacy

89 of 238

Life is printed text

90 of 238

Mary Ellen Moreau�(Mindwing Concepts)�Building Blocks of Literacy��Story Grammar Marker�

91 of 238

Research

Some more research:

92 of 238

Karen�A.�Erickson

Comprehensive Literacy Instruction, Interprofessional Collaborative Practice, and Students with Severe Disabilities
Karen A. Erickson
AJSLP May 2017 Vol 26 p. 193-205

93 of 238

Karen A. Erickson

SLPs should work in collaboration with educators and others to address the language and literacy needs of all children and adolescents with communication disorders.

94 of 238

Karen A. Erickson

The goals of emergent literacy instruction include developing understanding of concepts of print, alphabetic and phonological awareness, language comprehension, and communication skills required to interact with others about reading and writing. These all develop concurrently and interrelatedly as a result of meaningful interactions around print (Koppenhaver et al, 1991) in a variety of instructional frameworks and routines.

95 of 238

Karen A. Erickson

Shared reading
Independent reading
Shared writing
Independent writing
Alphabetic knowledge
Phonological awareness

96 of 238

Laura M.�Justice��Joan N.�Kaderavek

Embedded Explicit Emergent Literacy Intervention I and II Background and Description of Approach
Laura M. Justice and Joan N. Kaderavek
Language, Speech and Hearing Services in Schools, Vol. 35 July 2004 p. 200-228

97 of 238

Laura M.�Justice��Joan N.�Kaderavek

Improving early achievements in phonological awareness, print concepts, and alphabet knowledge is currently identified as a core responsibility of SLPs working with young children (ASHA, 2001) and meeting the needs of children with communication impairments in those areas is a primary focus.

98 of 238

Laura M.�Justice��Joan N.�Kaderavek

Collaborative interventions featuring collective involvement of preschool and kindergarten teachers, SLPs, and parents to ensure timely development of key reading precursors for all at-risk children is currently the gold standard for emergent literacy education and intervention (see Snow et al., 1998).

99 of 238

Laura M.�Justice��Joan N.�Kaderavek

Repeated exposure to storybooks is a particularly effective naturalistic language-learning opportunity. Adult-child repeated readings allow children to develop a literacy “whole” that subsequently facilitates their comprehension of specific literacy “parts” (Bishop, 1997; Labey, 1998, Paul, 2001).

100 of 238

Laura M.�Justice��Joan N.�Kaderavek

The teacher-child language interactions that occur during classroom literacy events and the adult-child relationships that are forged during communication exchanges may be the single most powerful influence predicting children’s success in the classroom (Pianta & Walsh, 1996).

101 of 238