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Esther Nahon

Contact information, map and directions, contact form, opening hours, services, ratings, photos, videos and announcements from Esther Nahon, Speech Pathologist, Long Beach, NY.

Esther Nahon, M.S., CCC-SLP, TSSLD
MINDINSYNC founder | Neuroaffirming educator
📚Language, literacy & learning rooted in connection and care
🔜 Grow Together Deck™ | In the making
👇Resources to eplore in my Linktree

01/23/2026

There is so much invisible effort happening every day.

Children working twice as hard just to hold it together.
Parents carrying what never makes it into a meeting or a report.
Teachers stretching themselves inside environments that weren’t built for nervous systems.

Masking isn’t a failure.
It’s survival.

And unmasking for kids and adults, takes safety, time, and trust.
I’m still learning this myself.
How to slow down.
How to pause instead of push.
How to notice what’s being carried before asking for more.

Once you start noticing the invisible effort, you can’t unsee it.

It changes the way you respond.
The way you listen.
The way you pause instead of pushing.

You stop telling people to push through it,
and start wondering what it would look like to do this together.

I’m curious, where are you seeing that invisible effort show up right now?

01/15/2026

When learning doesn’t stick, it’s not because kids didn’t try hard enough, or because parents didn’t support them. Most students are never explicitly taught how to study in ways that actually build memory.

In Make It Stick (Peter C. Brown, Henry L. Roediger III, & Mark A. McDaniel), the authors explain that durable learning comes from retrieval, spacing, and supported challenge, strategies that feel harder but work better. Without guidance, students naturally gravitate toward what feels easier: re-reading notes, reviewing answer keys, or relying on recognition.

This is also why multiple-choice questions often feel safer, they lower cognitive load. But when cues disappear, true learning hasn’t been strengthened yet.
That’s why kids sometimes say:

“I studied so hard… but I blanked.”

Usually, their studying looked like: • re-reading notes • reviewing completed work • looking over “what I know” sheets

These strategies feel productive, but they’re passive.

What actually helps learning stick: • Short, low-stakes retrieval (say it, write it, explain it) • Spacing practice over time instead of cramming • Mixing question types, not just multiple choice • Allowing struggle with support

✨ The takeaway isn’t “try harder.” ✨ It’s teach differently.

Study skills need to be explicitly taught, modeled, and embedded into learning, not assumed.

When children are shown how to retrieve information in manageable ways, we reduce frustration, protect confidence, and help learning truly stick.

01/08/2026

One of the first things I learned early in my career is that language exists everywhere not just in books, worksheets, or structured lessons.

As an SLP, I’m trained to notice, follow, and amplify language wherever it emerges.

We can plan lessons, organize worksheets, and set goals, but sometimes the real magic happens when we step back and follow the child.

When curiosity leads, language development happens naturally. Words stick because they’re connected to thinking, wonder, and real-life experiences and not expectations.

Those are the moments that become Shining Words, the moments that make learning meaningful, lasting, and joyful.

✨ The best lessons aren’t just taught, they’re discovered.

01/02/2026

2025 🤍

I learned that I’m enough without proving, performing, or explaining.

I learned that not everyone will understand my choices, and that some people don’t want you to grow because your growth disrupts the power they hold.

I learned that resilience isn’t just about pushing harder, it’s about tending to wounds, honoring pain, and choosing healing even when it’s uncomfortable.

I learned how hard it is to break cycles shaped by trauma and how lonely it can feel to do things differently, and how much courage it takes to stop what was never meant to continue.

I learned that staying in your lane and following what’s calling you requires listening,
even when the world is loud, even when it pulls at old patterns.

And I learned that the world isn’t always kind…
but alignment, faith, and self-trust make room for something better.

Walking into 2026 grounded, brave, and honoring the work it took to get here.

12/26/2025

True story: I was working the front desk at Southwest Gym in Woodmere, NY while attending Baruch College, majoring in business and honestly, I was unhappy.
All those math classes were killing me.
I loved language, but numbers… oooof.

While I was there, I met so many incredible people including a woman named Beverly. One simple conversation with her planted a seed and gently nudged me toward the field of speech language pathology.

At the time, I dreamed of opening a whimsical little shop somewhere people loved to wander, buy small trinkets and gifts, and get lost in the magic of it all.

Little did I know how much I’d need that business major anyway.

And in a million years, I never would’ve imagined I’d be here working with kids, doing what I do now.
I wouldn’t change it for the world.

By the way… I still want to open that store one day.

Thank you, Beverly 🤍

12/24/2025

SLP brain at the end of the day:
Did I do enough for that child?
Did they feel supported and successful in our session?
Did I scaffold that writing and language task the right way?
When they read today, did they feel defeated or proud?

When people say you care too much or work too hard believe me, that may be true.
But when you’re doing heart work,
using the gift G-d gave you,
care isn’t something you switch off.
It’s purpose.

So shut out the noise.
Keep doing what you’re doing.
This work isn’t for the faint of heart, but it is for those called to it, who love it, and who make a difference every single day.🤍

12/17/2025

This is what I see every day.
Not laziness.
Not kids who “aren’t trying.”
Not students looking for shortcuts.

I see kids bracing themselves.
Reading directions three times and still unsure.
Watching the room before they move, just to avoid getting it wrong.

I see kids working harder than anyone realizes,
using every ounce of energy to keep up with language, directions, social timing, and expectations that move too fast.

I see the confusion they’ve learned to hide.
The pause before they answer.
The way they wait until someone else starts before opening their notebook.
Not copying, they’re trying to figure out what the task even is.

Here’s my two cents:
Stop calling them lazy.
Stop saying they “aren’t trying.”
Stop worrying they might cheat.
Most of them are just trying to survive the moment.

Children with learning disabilities aren’t avoiding work.
They’re overwhelmed.
Afraid of getting it wrong.
Afraid of standing out.
Afraid of confirming what they already worry people think about them.

Learning disabilities don’t stay in one class period. They show up in conversations, group work, jokes, writing assignments.
They follow kids into every room.

Here’s what I know from experience:
When we slow down.
When language is taught clearly.
When expectations are broken into steps.
When adults understand what’s actually happening,
Children don’t suddenly become “better students.”
They become calmer.
They take risks.
They participate.
They trust themselves again.

And that changes how they move through school.

If this feels familiar, what you’re noticing matters.
It’s not overreacting.
It’s paying attention.
Attention is where change starts.

For those who see advocates, therapists, and educators doing this work every day
the quiet observing, slowing down, re-teaching, emotional labor,
don’t underestimate it.
It’s intentional.
It’s skilled.
It changes outcomes. 💛

12/12/2025

I need to say this out loud because I see it every day:
We are still teaching kids to memorize parts of speech such as nouns, verbs, and adjectives in isolation, and then wondering why their comprehension isn’t improving.

From my POV as an SLP, it’s honestly heartbreaking.
I watch students try to label every part of speech correctly… and still look completely lost when they try to understand a sentence.
Not because they’re not capable.
But because real comprehension doesn’t come from sorting words, it comes from understanding relationships.

The research in language is clear:
Language doesn’t work in isolated boxes.
It’s an integrated system made up of form, content, and use working together.
Researchers have long emphasized that sentence processing, especially complex syntax, is deeply tied to academic success and comprehension.
And newer research continues to show the same thing:
Children understand sentences when they can map who is doing what, to whom, and in what context.

When we shift from “identify the verb” to “understand the action and how the ideas connect,” EVERYTHING changes:
✔ Reading comprehension
✔ Writing
✔ Oral language
✔ Learning across content areas

This isn’t about abandoning grammar.
It’s about teaching it in a way that actually leads to meaning and not memorization.
If you’re supporting readers, writers, or learners with language challenges… this is the shift that moves the needle.

👇 I want to hear from you:
What moment made you realize parts-of-speech drills weren’t enough?

Research & Resources:
• Bashir, A. (1989). Language intervention and the curriculum.
• Bashir, A., & Singer, B. (2018). Wait…What??? Guiding intervention principles for students with verbal working memory limitations.
• Scott, C. M. (2009). A Case for the sentence in reading comprehension.
• Wexler, N. (2023). To improve students’ writing, teach them to construct sentences and outline paragraphs.
• Hennessy, N., & Moats, L. (2021). The Reading Comprehension Blueprint.

Address

Long Beach, NY
11561

Opening Hours

Monday	8:30am - 8pm
Tuesday	8:30am - 8pm
Wednesday	8:30am - 8pm
Thursday	8:30am - 8pm
Friday	8:30am - 2pm
Sunday	9am - 2pm

Website

https://linktr.ee/EstherNahon

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