Here is a list and summary of cool books, guides, and/or other bound (non-digital) resources I encountered and liked in my stint as an intern.  This list will be update periodically as I come into contact with more and more materials.  (The link to this entry is available in the sidebar under General Resources.)

Research Journals/Periodicals

  • All ASHA Journals.  Review:  The reason should be obvious.
  • Cicerone, K. et al.  (2005).  Evidence-Based cognitive rehabilitation:  Updated of review of the literature from 1998-2002.  Archives of Physical Medicine and Rehabilitation, 86(8), 1681-1692.
  • Seminars in Speech and Language.  Review:  A periodical I love. Each edition of this periodical (published quarterly) covers a different topic using the top researchers in the field on that disorder area with the most up-to-date information on assessment and treatment.  It’s worthwhile to check out the most recent titles in your area of interest (or the area you’re writing your paper on-haha!) and keep checking periodically if they’ve done a new one.  Once I have a job, I plan to buy the ones related to my areas of interest/specialty, unless I miraculously find myself affiliated with a university.  Great stuff.

Kid’s Resources


  • The Entire World of ‘R’ – from Say It Right.  Review: If you are a student who has had almost any clinic experience, you have probably heard of The World of ‘R’.  It’s great because it teaches /r/ is all its many different contexts (e.g. ‘ar,’ ‘ire’), provides assessment procedures, treatment materials, and many suggestions for how to stimulate and treat /r/.  I particularly recommend it for kids who are working on /r/ only, or /r/ and a couple other sounds.
  • Webber’s Jumbo Articulation Drill Book by Thomas and Sharon Webber. 2000. SuperDuper Publications.  Review:  This book had a lot of great worksheets for homework, if the SLP is inclined to give homework.  I myself wouldn’t give homework until the kid’s productions were pretty consistent in therapy.  Some of the worksheets might work in the session, but I’m not a worksheet kind of girl for articulation/phonology drills.


  • Teaching Language to Children with Autism or Other Developmental Disabilities by Mark L. Sundberg and James W. Partington.  1998.  Behavioral Analysts, Inc.  Review:  This is the book B, the SLP who works with the children with severe disabilities uses to help her both evaluate and find ideas for where to begin. Giving standardized tests to any of the children B works with would be largely futile beyond having a standard score that tells you the child is 2+ standard deviations below the norm.  This provides quite a detailed method of how to track changes in development and if nothing else, can give the busy SLP ideas of what they might look for during assessment and then setting goals.  I think it must be a great challenge to work with these kids, but a very interesting one, and I’m glad to know at least one resource that could provide ideas for both evaluation and the types of goals that might be created for that child.


  • Handbook of Exercises for Language Processing (HELP)-1:  Auditory Discrimination, Question Comprehention, Association, Auditory Memory.  LinguiSystems.  Review:  Anything I have said below applies.  And since there are so many, it apparently covers pretty much any language problem you can think of!
  • HELP-2:  Specific Word Finding, Categorization, WH-Questions, Grammar.  LinguiSystems.  Review:  There is a whole series of these and they are GREAT.  Loads of worksheets for all the language areas mentioned above.  The tasks even get progressively harder within each language category.
  • HELP-3:  Concepts, Paraphrasing, Critical Thinking, Social Language. LinguiSystems.  Review:  Again, this book has worksheets for all the concepts listed in the title with increasingly more complex tasks.  So useful, especially for older children who are working on more complex language skills.  Note that this one also includes worksheets on associated words,  synonyms, and idioms, something which is not exactly apparent in the title.
  • HELP-4:  Defining and Describing, Written Language, Talking About Language, Word Play and Humor.  Review: This one has a lot on writing that I plan to use in my language groups.  Again, another book that focuses on more complex aspects of language for older kids.  I love these.  If I planned on working with kids, especially in a school, I would have these on hand since they cover such a wide range of language skills.
  • HELP-5:  Processing Information, Comparing and Contrasting, Math Language, Self-Expression. LinguiSystems.  Review:  Same awesomeness discussed above.  As a note, the “self-expression” covers both identifying and discussing emotions, as well as some social language and pragmatics.
  • Sounds Abound:  Listening, Rhyming, and Reading, by Hugh Catts & Tina Vartiainen.  1993.  LinguaSystems, Inc.  Review:  This is a really handy book for clinic materials for phonological awareness, including rhyming, beginning and ending sound identification in words, segmenting and blending, and putting sounds with letters.  It includes a lot of pictures, really encouraging children to say the word out loud and hear the rhymes/sounds (e.g. [the picture of] king rhymes with [the picture of] ring).  It’s very basic, beginning stuff for each level of phonological awareness.  I mean, once I taught the children rhyme using single words (or blending and segmenting words), I would want to put it into a context they are more likely to see in class (i.e. reading a book, listening to nursery rhymes) and make sure they can continue to do it.
  • Books are for Talking Too!  A Source Book for Using Children’s Literature in Speech-Language Remediation.  by Jane L. Gerbers, M.A.  1990.  Communication Skill Builders.  Review:  This book provides a list of books, divided by age range, that can be used for everything from articulation to different language goals.  It gives a handy source for SLPs who are looking for books to use with their language goals in therapy, or which can be used as suggestions for extra-stimulation and exposure for parents at home.  I just googled it, and thankfully, there’s a newer edition (2002) than what my supervisor currently has.  I wish I had known about this book when I was a graduate clinician in our language preschool and spent hours scouring the library for books related to my kids’ therapy goals that I could suggest in the weekly note home to the parents.

Social Language/Pragmatics

  • Room 14:  A Social Language Program, by Carolyn C. Wilson.  1993, LinguiSystems.  Review:  I really liked this resource because it covered a lot of aspects of social language, including how to start a conversation, how to say ‘no’ politely, etc.  It gives many scenarios that the clinician to use and allows for the brainstorming of answers.  It could be used individually or with a group.

Adult Resources


  • Language Intervention Strategies in Aphasia and Related Nerogenic Communication Disorders, Roberta Chapey, Ed.  2008, Lippincott Williams & Wilkins.  Review:  I know it has “related neurogenic communication disorders” in the title, but since it mostly covers aphasia, I put it here anyway.  I love this book.  It pretty much gives an overview of all the latest research related to knowledge of and treatment for various language modalities affected by aphasia.  One of my supervisors had the previous edition of this book, and I can’t tell you how often people were asking to borrow it, and how many girls who planned on working with adults (including me) just bought a copy for ourselves (or got it for Christmas.)  It’s great.