See and Learn Phrases 3 vs Speech Phonology Place

See and Learn Phrases 3 is designed to teach children with Down syndrome to progress from using single words to using two words together when they talk. See and Learn Phrases 3 teaches two-keyword phrases illustrated in themed books using early vocabulary that is taught in See and Learn Vocabulary 1, See and Learn Vocabulary 2 and See and Learn Vocabulary 3. Building on the sight words learned in See and Learn Phrases 1 and See and Learn Phrases 2, See and Learn Phrases 3 also teaches sight word reading using simple matching, selecting and naming activities. See and Learn Phrases 3 introduces children with Down syndrome to early sight words to support the development of language skills. Research suggests that learning spoken language just from listening to it is hard for most children with Down syndrome, but if we support their learning using pictures and print they can make faster progress. See and Learn Phrases 3 is designed and supported by internationally recognized experts to meet the specific learning needs of children with Down syndrome and is consistent with current scientific understanding of the children's needs and effective interventions. When to start See and Learn Phrases 3 is designed for children who: • understand at least 100 words, including some nouns and some verbs • can say or sign at least 30 of the words that they understand • can follow two-keyword instructions – for example, "feed dog", "give baby a drink" in a play situation Children who have completed the activities in See and Learn Vocabulary 1, 2 and 3 and in See and Learn Phrases 1 and 2 should be ready to start the activities in See and Learn Phrases 3. Activities See and Learn Phrases 3 includes 6 activities to teach 48 two-keyword phrases and 35 new sight words. It also includes 13 sight words that were previously introduced in See and Learn Phrases 1 or See and Learn Phrases 2 to encourage success by building on and extending what your child already knows. The phrases include 4 different types of two keyword phrases that children learn at this stage of language development. The sight words taught include nouns, verbs, prepositions, an article (the), auxiliary verb (is) and conjunction (and). They also include the regular plural form 's'. • Reading books - introduces your child to books, teaches the meaning of the phrases and begins to draw your child's attention to the printed words • Matching sight words - encourages your child to look carefully at the written words and to link them with their spoken forms • Selecting sight words - allows your child to demonstrate that they are learning to link each printed word with its spoken form • Reading sight words - encourages your child to practice saying the words that they can read • Understanding sight words - allows your child to show that they understand the words that they can read by matching written words with the corresponding pictures • Understanding phrases - allows your child to show that they understand the phrases that they can read by matching phrases with the corresponding pictures Features • Developmentally appropriate language for children learning early spoken words and phrases • Activities designed to reduce language and working memory demands • Clear pictures provide visual representation of words • Comprehensive guide providing step-by-step guidance and instructions • Record forms included for printing and tracking your child's progress • Ideal for use at home and in the classroom • Simple and uncluttered screens avoid distractions and help children focus on the information presented and learning goals • Optional voice prompts Languages • English (US) • English (UK)

Speech Phonology Place App DescriptionSpeech Phonology Place by New Mie Go, LLC is a fun and engaging app created by certified speech – language pathologist Dr. Dixon-Thompson based on evidence based practices and research, for young children to develop and learn spoken sounds and emergent phonological awareness skills. The app provides repeated opportunities to deliver phonological awareness intervention (Wren & Roulstone, 2008). Speech Phonology Place is an app that can be used as it was intended or with an out-of-the box, open-ended approach.  Speech Phonology place offers 5 familiar settings and over 12 activities that children recognize and feel comfortable in while they learn early phonological awareness skills, and practice given tasks on varying levels with fun graphics and animations.  • The app will provide children with practice opportunities to practice and develop skills needed to complete early literacy tasks and *identify, recognize, and produce* sounds • Sound, Word, and Print Awareness based upon the alphabetic principle • Provide efficient approach to assist SLP’s in targeting phonological awareness skills and identify areas which could be impacting speech production • Facilitating sound and letter correspondence awareness (activities to develop using awareness of sounds in language and the letter-sound relationships Phonology is a study of the speech sounds of oral language. Teaching phonological awareness skills refers to ensuring that each individual child is aware of the different sounds, can participate in sound work and play with individual spoken sounds and sounds within words. The activities are designed upon the alphabetic principle which is the letter-sound link to develop alphabet knowledge skills. The app facilitates meaningful outcomes, thus intervention that increases motivation, attention, and time on tasks (Cheung & Slavin, 2013b, Dixon-Thompson, 2015). The Speech Phonology Place Features: 1. Alphabet letter identification 2. Alphabet floating letters 3. Memory match and objects 4. Letter finder maze 5. Fun and engaging animations 6. Phonological awareness skills activities Open-Ended Speech Phonology Place Features: 1. Sound practice 2. Naturalistic Interactions and Engagement 3. Informal Articulation (sound production) Screening 4. Spontaneous Communication Baker, S.K., Beattie, T., Nelson, N.J., & Turtura, J. (2018). How We Learn to Read: The Critical Role of Phonological Awareness. Washington, DC: U.S. Department of Education, Office of Elementary and Secondary Education, Office of Special Education Programs, National Center on Improving Literacy. Retrieved from http://improvingliteracy.org. Dixon-Thompson, T. (2015) The relationship between the usage of a computer aided instruction (CAI) program, ticket to read (T2R) and reading achievement in third grade (Doctoral dissertation). Available from ProQuest Dissertations & Theses Global database (UMI No. 3742959). Foorman, B., Beyler, N., Borradaile, K., Coyne, M., Denton, C. A., Dimino, J., Furgeson, J., Hayes, L., Henke, J., Justice, L., Keating, B., Lewis, W., Sattar, S., Streke, A., Wagner, R., & Wissel, S. (2016). Foundational skills to support reading for understanding in kindergarten through 3rd grade (NCEE 2016-4008). Washington, DC: National Center for Education Evaluation and Regional Assistance (NCEE), Institute of Education Sciences, U.S. Department of Education. Retrieved from the NCEE website: http://whatworks.ed.gov. Wren, Y., & Roulstone, S. (2008). A comparison between computer and tabletop delivery of phonology therapy. International Journal of Speech-Language Pathology, 10(5), 346–363.