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Home
About
- Meet Ashley
- Privacy Policy
Blog
- Newest
- Literacy-Based Speech Therapy
- Monthly Therapy Plans
  - January
  - February
  - March
  - April
  - May
  - June
  - July
  - August
  - September
  - October
  - November
  - December
- Crafts
- Organization
- Play-Based Speech Therapy
- Seasonal
Book Search
Shop

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spring-picture-books-for-speech-therapy

Our Favorite Spring Picture Books for Speech Therapy – Episode 43

favorite-valentines-day-picture-books

Our Favorite Valentine’s Day Picture Books in Speech Therapy – Episode 38

favorite-wordless-picture-books-part-two

Our Favorite Wordless Picture Books in Speech Therapy: Part Two – Episode 37

favorite-wordless-picture-books

Our Favorite Wordless Picture Books in Speech Therapy: Part One – Episode 36

favorite-winter-picture-books

Our Favorite Winter Picture Books in Speech Therapy – Episode 32

favorite-Christmas-books

Our Favorite Christmas Books in Speech Therapy – Episode 29

thanksgiving-themed-books

Our Favorite Thanksgiving Books – Episode 26

alternatives-to-halloween-books

Our Favorite Alternatives to Halloween Books – Episode 22

halloween-themed-books

Our Favorite Halloween Themed Books – Episode 21

pirate-themed-books

Our Favorite Pirate Books – Episode 19

fall-picture-books

Our Favorite Fall Picture Books – Episode 16

childhood-apraxia

Our Favorite Books with Repetitive Text for CAS – Episode 13

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ashleyrossislp

📚 Literacy-Based Speech Therapy for SLPs
🎓 Professional Development + Product Creator
⬇️ Resources + Trainings + Links

I used to wonder why my students couldn’t generali

I used to wonder why my students couldn’t generalize vocabulary beyond our sessions, and it took me a while to figure out what was missing.
I was teaching words. I wasn’t teaching the process for figuring out words. 😬
That process is a language skill, and it belongs in our sessions. Students with language disorders often skip unfamiliar words, guess randomly, or wait for someone to explain, and that pattern follows them into every classroom and every subject.
When we teach word learning strategies explicitly, modeling the thought process and practicing across multiple texts, we give students something that transfers. Vocabulary growth starts happening during reading, not just during therapy.
Research supports this directly. Word learning strategy instruction is linked to improved comprehension outcomes for students with developmental language disorder (Steele and Mills, 2011; Nash and Snowling, 2006).
If your student can decode a sentence but has no idea what it means, this is a reasonable place to look.
start targeting word learning strategies as a language skill, not just a reading skill. 🙌🏼

Are you a school-based SLP who’s thought about see

Are you a school-based SLP who’s thought about seeing a few private speech therapy clients on the side, but you’re overwhelmed by questions about contracts, ethics, liability, and where to even start?
This comprehensive PDF ebook takes the guesswork and fear out of offering small-scale private pay services while staying 100% compliant with ASHA ethics, your employment contract, and state regulations.
This is everything I wish someone had handed me when I started seeing private pay! Comment “private pay” to get the link.

There’s a difference between using a book for a th

There’s a difference between using a book for a themed activity and using a book AS the intervention.
When you’re systematically extracting clinical language targets: teaching tier 2 vocabulary, analyzing complex syntax, building inferential reasoning, mapping narrative structure—you’re not doing a “book theme.”
You’re delivering targeted language intervention with a research-backed tool.
This is clinical work. This is our expertise As SLPs. ❤️

Are you asking the RIGHT comprehension questions i

Are you asking the RIGHT comprehension questions in therapy?
If your students can answer “who, what, where” but still struggle with comprehension, they need inferential thinking practice—and that’s 100% in our scope as SLPs.
Literal questions test memory. Inferential questions build language, critical thinking, and the ability to “read between the lines.”
Students with language disorders often recall facts but miss deeper meaning: character motivations, cause-effect relationships, predictions, and social problem-solving.
Save this and use it with your next read-aloud. Your students need these skills to succeed academically.

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