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Meet Our Speech Therapists
Elizabeth Wu
Elizabeth graduated with a Masters of Speech Pathology with Distinction. She also comes with a background in Commerce and Arts (Psychology) from the University of Western Australia.
Elizabeth enjoys working with children from Kindergarten to Year 10, across the areas of speech, language, literacy, fluency (stuttering), and essay writing using evidence-based practice. She is passionate about building and promoting a child's confidence in their school work and to see this generalise into their daily lives. Elizabeth sees the importance in a collaborative approach, and enjoys working together with parents and the school in order to achieve the best possible outcome for the child.
She works at the clinic on Monday and Tuesday.
Elizabeth enjoys working with children from Kindergarten to Year 10, across the areas of speech, language, literacy, fluency (stuttering), and essay writing using evidence-based practice. She is passionate about building and promoting a child's confidence in their school work and to see this generalise into their daily lives. Elizabeth sees the importance in a collaborative approach, and enjoys working together with parents and the school in order to achieve the best possible outcome for the child.
She works at the clinic on Monday and Tuesday.
Rachel Comer
Rachel is currently on maternity leave.
She has a wealth of experience in the teaching of spelling from the earliest stages of sound to letter representation right through to more complex rules governing complex multisyllabic words.
Rachel is trained in Sounds Write and has also worked with many students to develop their reading skills using a systematic synthetic phonics approach; she believes that when teaching is “tailor-made” to suit the student’s individual profile, successful learning can take place.
Rachel enjoys teaching children how to correctly
articulate their speech sounds, and has experience correcting a range of speech sound errors.
She has a wealth of experience in the teaching of spelling from the earliest stages of sound to letter representation right through to more complex rules governing complex multisyllabic words.
Rachel is trained in Sounds Write and has also worked with many students to develop their reading skills using a systematic synthetic phonics approach; she believes that when teaching is “tailor-made” to suit the student’s individual profile, successful learning can take place.
Rachel enjoys teaching children how to correctly
articulate their speech sounds, and has experience correcting a range of speech sound errors.
Jacky Luong
Jacky is a passionate and dedicated speech pathologist with experience in working with children and adolescents
with disabilities. She strives to be compassionate while also advocating for, and encouraging inclusive communication for all ages.
She has experience providing a variety of therapy for late talkers, children with speech production difficulties, and literacy interventions.
Jacky works at Freo Speech on Saturdays and also at a local primary school on Fridays.
with disabilities. She strives to be compassionate while also advocating for, and encouraging inclusive communication for all ages.
She has experience providing a variety of therapy for late talkers, children with speech production difficulties, and literacy interventions.
Jacky works at Freo Speech on Saturdays and also at a local primary school on Fridays.
Joanne Gordon
Joanne graduated from Curtin University with a Bachelor of Science (Speech Pathology Honours) with First Class Honours and is a Certified Practicing member of Speech Pathology Australia.
Jo is experienced in teaching essay writing and narrative structures to high school students; she has also coordinated many group sessions where students learn how to structure written texts.
Joanne is trained in Sounds-Write (an evidence-based phonics program), the Lidcombe program, and PROMPT. She works at the clinic on Fridays.
Jo is experienced in teaching essay writing and narrative structures to high school students; she has also coordinated many group sessions where students learn how to structure written texts.
Joanne is trained in Sounds-Write (an evidence-based phonics program), the Lidcombe program, and PROMPT. She works at the clinic on Fridays.
Nikki Chesson
Nikki has worked in several schools within the Perth metropolitan area to provide speech and language services to individual children as well as establish support mechanisms for parents and teachers.
Nikki also worked at Dyslexia SPELD Foundation where she used numerous evidenced based programs such as Sounds Write to assist students with reading and spelling development. She has considerable experience in Literacy/Learning difficulties and is working in the practice on Mondays, Wednesdays and Fridays of each week.
Nikki also worked at Dyslexia SPELD Foundation where she used numerous evidenced based programs such as Sounds Write to assist students with reading and spelling development. She has considerable experience in Literacy/Learning difficulties and is working in the practice on Mondays, Wednesdays and Fridays of each week.
Jess Hart
Jess Hart has experience working with children of all ages across the areas of speech, early language, literacy and stuttering.
Her major interest lies in working with students with speech sound and articulation difficulties, as well as developing the literacy skills of primary school aged students.
Jess frequently undertakes professional development and is trained in Sounds-Write (a structured synthetic phonics program), Talk 4 Writing (an approach for developing written expression skills), the Lidcombe program (for stuttering) and is PROMPT trained. Jess has also completed additional training to support clients with Selective Mutism and Childhood Apraxia of Speech.
She provides explicit instruction in her sessions to support students to confidently express their ideas. Jess strongly believes in collaboration with families to enhance the communication, learning and participation of clients.
She works in the clinic Monday-Friday and, in addition to her clinical duties, Jess is also the FSPS Clinical Administrator
Her major interest lies in working with students with speech sound and articulation difficulties, as well as developing the literacy skills of primary school aged students.
Jess frequently undertakes professional development and is trained in Sounds-Write (a structured synthetic phonics program), Talk 4 Writing (an approach for developing written expression skills), the Lidcombe program (for stuttering) and is PROMPT trained. Jess has also completed additional training to support clients with Selective Mutism and Childhood Apraxia of Speech.
She provides explicit instruction in her sessions to support students to confidently express their ideas. Jess strongly believes in collaboration with families to enhance the communication, learning and participation of clients.
She works in the clinic Monday-Friday and, in addition to her clinical duties, Jess is also the FSPS Clinical Administrator
Veronica McShane
Veronica works at the clinic Wednesday through Saturday with students of all ages. She is passionate about delivering evidence-based programs in order to support children who may have speech, language or literacy difficulties.
Veronica particularly enjoys working with school-aged children and teens with difficulties in written expression ranging from spelling to the complexities of ATAR essay writing. She is 'Sounds~Write' and 'Talk 4 Writing' trained and uses these programs effectively in the process of investigating and treating potential Specific Learning Disorders.
Veronica particularly enjoys working with school-aged children and teens with difficulties in written expression ranging from spelling to the complexities of ATAR essay writing. She is 'Sounds~Write' and 'Talk 4 Writing' trained and uses these programs effectively in the process of investigating and treating potential Specific Learning Disorders.
Kate Robinson
Kate has qualifications in
Psychology/Linguistics as well as Speech Pathology and has experience in both transdisciplinary and consultative models of service delivery.
She has a wealth of experience in identifying goals across a range of discipline areas (Speech Pathology, Occupational Therapy, and Psychology), and combining goals into functional programs and strategies. She also consults with parents, teachers, and other allied health to advocate for her clients.
Kate has experience working in the disability sector and she has been trained in Sounds-Write, Hanen More Than Words, Talk for Writing, and Lidcombe.
You can find her in the clinic on Wednesdays and Thursdays.
Psychology/Linguistics as well as Speech Pathology and has experience in both transdisciplinary and consultative models of service delivery.
She has a wealth of experience in identifying goals across a range of discipline areas (Speech Pathology, Occupational Therapy, and Psychology), and combining goals into functional programs and strategies. She also consults with parents, teachers, and other allied health to advocate for her clients.
Kate has experience working in the disability sector and she has been trained in Sounds-Write, Hanen More Than Words, Talk for Writing, and Lidcombe.
You can find her in the clinic on Wednesdays and Thursdays.
Orietta Mariano
Orietta works in the clinic on Tuesdays and Thursdays and also works in the school context, delivering speech
pathology services to children in a local metropolitan school on additional days.
Her particular area of interest is working with school-aged children in the areas of phonics, spelling, written expression, reading fluency , language and speech. She enjoys working closely with teachers to ensure her students are continuously receiving the best evidence -based therapy.
Ori is also a teacher of English as an additional language and speaks Italian, so is often asked to work with young children who do not have English as their first language. She is experienced in providing client-centered and evidence-based intervention to children and adolescents in the areas of language, literacy and speech.
She has trained in the evidence-based programs Hanen- It Takes Two to Talk,Sounds-Write and Talk for Writing Remediation Course.
pathology services to children in a local metropolitan school on additional days.
Her particular area of interest is working with school-aged children in the areas of phonics, spelling, written expression, reading fluency , language and speech. She enjoys working closely with teachers to ensure her students are continuously receiving the best evidence -based therapy.
Ori is also a teacher of English as an additional language and speaks Italian, so is often asked to work with young children who do not have English as their first language. She is experienced in providing client-centered and evidence-based intervention to children and adolescents in the areas of language, literacy and speech.
She has trained in the evidence-based programs Hanen- It Takes Two to Talk,Sounds-Write and Talk for Writing Remediation Course.
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