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Judy Terrell

MA, CCC/SLP

Judy  has over 30 years experience in providing direct services to students with communication and reading disabilities.  She has experience in the implementation of several different research based methods and uses organized data collection to design and implement individual treatment programs for children to improve speaking, reading and writing skills. She holds a Certificate of Clinical Competence with the American Speech Language-Hearing Association (ASHA) and has been awarded 3 Awards for Continuing Education (ACE) granted by ASHA in recognition of professional study.   She also holds a license to practice Speech-Language Pathology granted by the Kentucky Board of Speech-Language Pathology and Audiology and a Provisional Certificate for Teachers of Exceptional Children – Speech and Communication Disorders, Grades K-12 and Endorsement for Special Education:  Speech and Hearing, Grades K-12 through the Department of Education for the Commonwealth of Kentucky. 

Specific programs and methods that can be implemented are the following:

  • DuBard Association Method for Speaking, Reading and Writing:   Judy is certified as an Instructor of Teaching in the DuBard Association Method endorsed by the International Multisensory Structured Language Education Council (IMSLEC) and has successfully used this approach since 1995.   The DuBard Association Method is a phonetic multisensory teaching-learning strategy used to teach speaking, listening, reading and writing skills through the use of auditory, visual, tactile, and motor-kinesthetic cues.   The DuBard Association Method is appropriate for children with a nonverbal developmental age of 3 that have hearing impairments, auditory processing weaknesses, auditory neuropathy/auditory dys-synchrony, dyslexia and/or verbal apraxia.   

  • Modified Orton Gillingham Reading Program:  Judy is also certified in the Modified Orton Gillingham Reading Program through the Institute for Multi-Sensory Education.  Orton Gillingham Program provides a balanced approach to teaching reading writing and spelling.  It involves the structured, sequential multisensory teaching of written language by teaching phonemic awareness, the alphabetic principal, syllable division, syllable patterns, common prefixes/suffixes, Latin and Greek word parts, vocabulary and comprehension.  

  • Lindamood Phoneme Sequencing Program for Reading, Spelling and Speech (LiPS):  Judy has also successfully used LiPS program to teach phonemic awareness and phonics.  This program incorporates an oral-motor, visual and auditory feedback system to help students identify, number and order of phonemes in syllables and words.  It integrates phonics with sound-symbol knowledge and sequencing of sounds.  Judy has also completed training in other programs developed by Nanci Bell including Visualizing & Verbalizing for Language Comprehension and Thinking and Seeing Stars Symbol Imagery for Phonemic Awareness, Sight Words and Spelling.  Visualizing and Verbalizing helps students in developing visual imagery of written text as a comprehension aid.  Seeing Stars is a method to improve reading of sight words and improve spelling skills.

  • Learning Strategies and Content Enhancement Routines:   Judy has experience in teaching intermediate, middle and high schools students in the University of Kansas, Center for Research on Learning - Content Enhancement Routines and Learning Strategies.  The Content Enhancement Routines are routines that are effective in organizing and teaching academic information to enhance student comprehension and retention.   The Routines are used to teach vocabulary, main idea, concepts, and recall of academic information.   The Learning Strategies curriculum is typically a 6 week program of instruction to teach students how to learn and effectively apply/use what has been learned.  Examples of specific strategies include teaching students to decode words, predict the meaning of unknown words through knowledge of morphemes, write grammatical and logical sentences and paragraphs, paraphrase and summarize information, and be efficient test takers.  The Learning Strategies and Content Enhancement Routines are all research based.