[ Post a Response | Books, Materials, Games, and Tests ]
Posted by susyspeech on 3/31/2009, 4:30 pm
66.172.164.2
I have a fourth-grade student who has periodic word and phrase repetitions in conversational speech. He has done a nice job learning the strategies of sliding, easy onset, light contact, bounce, etc., and can demonstrate those very well in structured activities. The problem is, he does NOT self-monitor! He never recognizes that he has been disfluent--it has to be pointed out to him. Where do I go next?
Message Thread:
« Back to thread