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Slosson educational tests and assessments for teachers, educators and other professionals, in schools, hospitals, and corrections.  Used to test students in regular and special education, remedial reading and math, intelligence, visual motor, speech language for school screening and forms for teachers to evaluation students' mental abilities.


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Main Category : E / (EIRR) Early Intervention for Reading Recovery
(EIRR-1) Early Intervention for Reading Recovery

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Price: $315.00
Qty :
 
Age: 3 years and up
Administration: Individual or Group

Children's Early Intervention for Speech-Language-Reading (CEI) is sequential in nature (i.e. all are dependent upon the previous Learning Activities having been taught). The Activities are designed to foster phonological awareness, an understanding of letter name and letter/sound correspondence, the development of word segmentation and sound-blending skills, including Story Picture/Alphabet/Sound Cards, Picture Vocabulary Cards, Fun Day Books, Stimulus Cards, Sound Flash Cards, and Hand Puppet.

CEI Part A: 48 planned Learning Activities, are designed so the child fosters cognition of sounds from therapy books. [Charles for example, who could only produce gaga and long strings of a-a-a-a, kept pressing his cheeks to make his lips round, closing his lips with his fingers for bilabials and tracing lip movements with fingers while looking at the letters representing the sounds and words, with the therapist tracing their fingers over the hand puppet’s lips. Although several weeks passed before he could accurately produce many sounds, Charles’ overall reaction to the intervention procedures was extraordinary. He was able to produce the individual sounds on the sound pages and sounded out, i.e., separated, the sounds of the words where words were taught.]

CEI Part B: 42 Activities continue to emphasize all of the above. The teaching of sounds is completed by fostering habituation of difficult speech sounds, expansion of vocabulary, and understanding of more advanced numerical concepts, and the development of a higher level of linguistics, reading, writing, and metalinguistic skills.

Strategies for Learning in the Classroom (SLICK):
Part A starts with Pre-K, early learning activities with UV coated books (3) with physical stimuli to support the printed page with activities of Counting Seeds, Having a Birthday Party, with stimulus items of cake, presents, candles; or Making a Snowman with stimulus items of hat, buttons, carrot, scarf, includes color cards, game boards, manual.

SLICK Part B: Includes color cards, game boards, (3) UV coated therapy books, Help I Lost MY Words, A Little Birdie Told Me, There’s a Movie In My Head.

Part A is specifically planned for younger children and it is not necessary to teach Part A before teaching Part B. If a child is functioning at or near the five-year old level, he or she is ready for Part B when first entering the program. Children admitted to the program after the opening of school are provided for through continuous build-in review and redundancy.

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