WELCOME BACK TO SCHOOL
FROM SPEECH AND LANGAUGE
Ms. Vaccaro and Ms. Van Roeyen
Copeland Speech-Language Pathologists
Welcome back! We hope that everyone had a wonderful summer! One topic that comes up frequently is the difference between speech and language. Please read the article below from Super Duper Publications for an excellent explanation.
What is the Difference between Speech and Language?
Aren’t they the same? Is there a difference?
By Becky L. Spivey, M. Ed.
No. They aren’t the same thing, and yes, there is a huge difference between the two. The process of speech occurs naturally when appropriate stimulation occurs and progresses without conscious thought. From infancy, we begin developing the milestones of speech that help us begin communicating with sounds, and then, our speech skills help us develop language.
Speech – “Speech refers to the sounds that come out of our mouth and take shape in the form of words,”(Hamaguchi, 1995). The speech process is extremely complicated when you study the scope and sequence of its development.
A number of events must occur for us to speak. The brain MUST:
The muscles in the lungs must be strong enough to control sufficient amounts of air while forcing the vocal cords to vibrate. The air must be going out, not in, for functional speech to occur. The vocal cords must be in good condition in order for one’s speech to sound clear and loud enough to hear. Our sense of hearing monitors and reviews what we say and hears new words to imitate and use in other situations. If we cannot hear clearly, we tend to reproduce sounds that are equally “mumbly.” Also, someone must be willing to communicate with us by listening and reacting to what we say, or there is no point in speaking.
The process of developing speech occurs naturally. However, if there is a glitch or disruption in the process, it will affect one’s language.
- Want to communicate an idea to someone else.
- Send the idea to the mouth.
- Tell the mouth which words to say and which sounds make up those words.
- Incorporate patterns and accented syllables (to avoid sounding like a robot).
- Send the signals to the muscles that control the tongue, lips, and jaw; however, the muscles must have the strength and coordination to carry out the brain’s commands.
Language – Language is what we speak, write, read, and understand. Language is also communicating through gestures (body language or sign language). There are two distinct areas of language: receptive (what we hear and understand from others’ speech or gestures) and expressive (the words we use to create messages others will understand).
In order for children to begin using and understanding spoken language, they must:
- Hear well enough to distinguish one word from another.
- Have someone model what words mean and how to put sentences together.
- Hear intonation patterns, accents, and sentence patterns.
- Have the intellectual capability to process what words and sentences mean, store the information, and recall words and sentences heard previously when communicating an idea to someone else.
- Have the physical capability to speak in order for others to hear and understand the words they are saying.
- Have a social need and interest in using words to communicate with others.
- Have another person to positively reinforce their attempts at communication.
Children with receptive language problems may find listening and attending
to conversation, stories, oral directions, classroom activities, etc. confusing and difficult at times. If a child’s receptive language doesn’t fully develop, the language learning process slows down before it ever begins. Parents tend to be concerned when their child isn’t talking the way they expect or in the way their same-age peers can talk. If this is happening, a speech-language pathologist will find out if the child is hearing clearly and understanding language (receptive language). If not, the child’s expressive language (meaningful speech) is not going to develop. This is why speech therapy focuses on strengthening a child’s receptive language, even if the concern is that the child isn’t talking properly.
Bottom line – speech is the physical process of forming words; language is what speech creates – the output, or product.
If your child is having difficulty developing speech and/or language skills, it is possible that he/she may also have weak listening skills – usually attributed to an inability to hear well. Strong listening skills are necessary in order to receive and develop sounds for speech and, subsequently, develop language for communication. Consult a speech-language pathologist (SLP) to evaluate your child’s development of speech and language if you feel that his/her skills are lacking or not developing at a normal* rate. The earlier an SLP can identify and begin treating a child’s speech and/or language problems, the less likely the problems will persist or get worse. Early speech and language intervention can help children be more successful with reading, writing, schoolwork, and interpersonal relationships.
* Educators and therapists use the term “normal” as a generic statistical term to mean typical or average.
American Speech-Language Hearing Association. 2013. How does your child hear and talk? Retrieved online October, 2013,from http://www.asha.org/public/speech/development/chart.htm
Hamaguchi, Patricia A. (2001) Childhood Speech Language & Listening Problems- Second Edition. What every parent should know. John Wiley & Sons, Inc. Pages 7 – 11.
U.S. Library of Medicine – National Institutes of Health. (March, 2013).Medline Plus. Language Disorder – Children. Retrieved online from http://www.nlm.nih.gov/medlineplus/ency/article/001545.htm
The opportunities we give our children impact them on a daily basis and provide them with knowledge and experiences that can last a lifetime. Destination Imagination encourages kids to have fun, take risks, work with others and identify each individual’s personal strengths.
Who: There can be up to 7 members on a team. Copeland participants may range from kindergarten through fifth grade. Each team needs an adult Team Manager to help students stay on track but not directly help the team develop their solution to the DI Challenge. Team Managers are often parents. Teams also need one volunteer to take on the role of Appraiser for the Regional Tournament in March.
What: Challenges are developed each year by a team of educators and industry experts who target a particular area of the curriculum and its related standards of content and performance. The areas of focus include: Technical, Scientific, Fine Arts, Improvisational, Structural and Service Learning.
When: Each season takes place from October through May. Depending on the Challenge, teams typically spend 2 to 4 months developing and practicing their Challenge solutions. Teams typically meet once a week, and often a bit more around competition time.
If you are interested in becoming a team manager for a group of students or would like to learn more about Destination Imagination, please come to the parent informational meeting on Tuesday, September 24 at 5:30pm in the Copeland cafeteria. Students are encouraged to come with their parents!
Please RSVP to Teresa Crandell at firstname.lastname@example.org by Friday, September 20.
Dear Copeland Parents and Students,
Welcome to a new year celebrating Character Counts! The District’s theme this year is “District 70 Shines with Kindness.” Every year we have a “kick-off” week called Character Counts Week. This year it is during the week of September 3rd -6th, 2019. We will again be collecting donations for Hope Food Pantry in the form of sundry products, such as paper towel rolls, personal hygiene items, laundry detergent, liquid dish soap, toilet paper, toothpaste and tooth brushes, etc. During this week we will have an activity for the students to do most days. 4th and 5th grade students will also have an opportunity to participate in a “Chalking it up for Kindness” on Thursday, September 5th after school from 3:30-4:15. The schedule for the week is below. We thank you for your support of our charity, Hope Food Pantry, and in promoting our year long Character Counts Theme, “District 70 Shines with Character.”
Character Counts Week Kindness Activities
ALL WEEK: Copeland will be collecting sundry type goods for the Hope Food Pantry here in Libertyville.
Tuesday, September 3rd: Character Counts Shine Day!
The students will view a video with Superintendent Dr. Barbini welcoming them to the new school year of District 70 Shines with Kindness!
Week of September 3rd: Celebration of Literacy
Dr. Poelking will read a book highlighting the Pillars of Character to buddy classes. Students will make kindness bookmarks for Cook and Copeland Library.
Thursday, September 5th: Fourth and 5th grade students will be chalking positive statements about kindness in Cook Park after school. Chalk will also be out at lunch recess for students to chalk on our playground. Be sure to walk around the block of Cook, Milwaukee, and Church Streets to see all the great chalking talents of our students. Permission slips will go home on Tuesday, September 3rd. We do need to limit this to the first 20 students who send in a signed permission slip. If you’d like to help Chaperone, please also indicate this on the permission slip.
Friday, September 7th: School Spirit Day!
Today is school spirit day! Students are encouraged to wear their school spirit wear or their blue and yellow Cougie colors! This will be the final day for donations for each school’s organization.
Thank you all for your support!
Thank you for Shining with Kindness!
2019-2020 Character Counts! District Committee
Adler: Theresa Gasick, Ashley Turner Butterfield: Holly Simon Copeland Manor: Gwen Travelstead Rockland: Dale List
Highland: Mara Battaglia, Marissa Farley, Carrie Ross
Administration: Mr. Knapp