The Brighton School
Learning to make predictions about stories during intervention.
After applying for the few coveted spots in the undergraduate clinical practicum offered at Louisiana State University, I earned the chance to work with Dr. Vicky Roy through Dynamic Therapy Specialists, a team of trained speech-language pathologists specializing in the remediation of autism and other developmental disorders. I was placed at The Brighton School for children with dyslexia and other learning difficulties.
As an undergraduate clinician, I worked twice a week with a group of middle-school-aged students who struggled with reading comprehension abilities. I focused on building specific skills, such as increased awareness of proper intonation when reading aloud and a better understanding of implications in text, through the preparation of lesson plans that were using during intervention. Each session included a discussion about the focus of the lesson that day, practice with that particular concept, book reading, and completion of the activities in the lesson plan.
I made one of my lesson plans from a book called Fireflies!, and this particular lesson plan put a large focus on making inferences since inferencing is a difficult concept for children with language learning disabilities. After reading the story, the students revealed the inferences they made while reading and completed a chart to help improve their inferencing skills. This activity was from only one day in the Fireflies! Lesson Plan, but the lesson included many other stimulating activities involving cause and effect, plot, theme, and character motivation.
At the Brighton School, I was responsible for:
As an undergraduate clinician, I worked twice a week with a group of middle-school-aged students who struggled with reading comprehension abilities. I focused on building specific skills, such as increased awareness of proper intonation when reading aloud and a better understanding of implications in text, through the preparation of lesson plans that were using during intervention. Each session included a discussion about the focus of the lesson that day, practice with that particular concept, book reading, and completion of the activities in the lesson plan.
I made one of my lesson plans from a book called Fireflies!, and this particular lesson plan put a large focus on making inferences since inferencing is a difficult concept for children with language learning disabilities. After reading the story, the students revealed the inferences they made while reading and completed a chart to help improve their inferencing skills. This activity was from only one day in the Fireflies! Lesson Plan, but the lesson included many other stimulating activities involving cause and effect, plot, theme, and character motivation.
At the Brighton School, I was responsible for:
- Providing intervention twice a week to middle-school-aged children with language learning disabilities or dyslexia
- Preparing lesson plans that focused on building reading comprehension skills
- Taking individual observation notes about each student's improvements and struggles
- Recording an agenda of what occurred during the therapy session
- Bringing supplementary reading materials each week for the students
- Leading a lesson with the students during intervention