Developing Speech and Language Skills - Noel's ESL eBook Library

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Speech development and speech impairmentsthe care of specialist teams of medical professionals, and the advice of specialist SLTswill be needed to carry out programmes of therapy. The materials in this book aresuitable for use with some of these children.Children with phonological impairments may have articulation problems in addition todifficulties with organising their phonological system. They will need additional helpwith learning to produce some speech sounds, and the advice of an SLT will be neededto address this aspect of their speech impairment.Developmental verbal dyspraxia (DVD)This is a speech impairment characterised by specific difficulties in planning organisingand sequencing the movements required for speech. There is a body of research thatsuggests that children who are severely impaired have pervasive difficulties withphonological development and many have difficulties with developing phonologicalawareness and literacy. Diagnosis is difficult because children with other speech andlanguage impairments share some of the characteristics that children with suspectedDVD exhibit. In recent research, two of the potentially defining characteristics includedifficulty with accurate production of vowels and abnormalities in intonation – thetune of speech. These children may speak in a monotone, or they may have a staccatopattern of speech, because the way they place the stress in syllables and words isunusual (Shriberg et al. 2003b). The disorder is uncommon, and teaching staff willrarely meet children with this type of speech impairment.Literacy and the development of phonological awarenessTeachers know that phonological awareness, which is the ability to think about andmanipulate syllables and sounds in spoken words, is a necessary component of learningto read and write. In particular, phoneme awareness is a strong predictor of the level achild has reached in reading and spelling.Development of phonological awarenessFrom as early as two years old some children engage in sound play such as making upnonsense words and rhyming words. This type of sound play does not indicatephonological awareness, but rather a sensitivity to sounds in words. The ability torecognise syllables in words is the first stage of phonological awareness and is found inchildren aged 4 to 5, followed by the ability to produce rhyming words. This is whenthe child can say words or make up words that rhyme, such as producing ‘mat’ ‘bat’,‘cat’ ‘dat’ in response to a question such as ‘What rhymes with ‘sat’?’. Recognisingalliteration follows. The child can now recognise words that have the same sound atthe beginning. Phoneme awareness – the ability to manipulate sounds in words –develops by about seven years and is likely to arise from the teaching of literacy skills.51
Phoneme FactoryPhonological awareness in the child with a phonological impairmentIn order to develop phonological awareness, children need to have reached a level ofmaturity in their speech perception and production skills so that when they thinkabout speech they are accessing consistent and reliable information about the sounds inwords. Children with speech impairments are at a disadvantage. Some of them will beslow to develop phonological awareness, such as recognising the odd one out inrhyming words (saw, door, four, sun) and detecting alliteration (Gillon 2004) and this islikely to have an impact on their acquisition of literacy.This book is not about teaching children to read and write, but two of the keyfoundations of literacy are phonological sensitivity and awareness. Providingopportunities to develop these skills in young children has been found to enhancedevelopment of reading and spelling. The materials in this book are ideally suited foruse in activities that enhance knowledge of rhyme and phoneme awareness.52
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DevelopingSpeech and LanguageSkills
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ForewordChildren with speech sound
Page 10 and 11: About Phoneme FactoryThis book is p
Page 12 and 13: Introduction: Is this the resourceI
Page 14 and 15: Introduction: Is this the resource
Page 16 and 17: Questions frequently asked by teach
Page 18: Introduction: Is this the resource
Page 22 and 23: 1Working with children with speechi
Page 24 and 25: Working with children with speech i
Page 26 and 27: Working with children with speech i
Page 28 and 29: Articulation and phonological devel
Page 30 and 31: 2How we produce speech sounds andth
Page 32 and 33: ArticulationHow we produce speech s
Page 34 and 35: How we produce speech soundsWe can
Page 36 and 37: How we produce speech soundsApproxi
Page 38 and 39: How we produce speech soundsYou can
Page 40 and 41: How we perceive speechReal talkThis
Page 42 and 43: How we perceive speechWhat are the
Page 44 and 45: How we perceive speechright level.
Page 46 and 47: 4Speech development and speechimpai
Page 48 and 49: Speech development and speech impai
Page 52 and 53: Combinations of speech patterns in
Page 54 and 55: Ages by which speech sounds are usu
Page 56 and 57: IntelligibilitySpeech development a
Page 62 and 63: 5Helping the speech impaired child
Page 64 and 65: Parent/carers: information for teac
Page 66 and 67: Making the most of contextual clues
Page 68 and 69: ● ‘Say more about it.’● ‘
Page 70 and 71: Helping the speech impaired child i
Page 72 and 73: Helping the speech impaired child i
Page 74: Part 2Practical activities to usewi
Page 77 and 78: Phoneme Factory‘I’ve run out of
Page 79 and 80: Phoneme Factory● drive a car on (
Page 81 and 82: Phoneme FactoryJim:SLT:Jim:SLT:Jim:
Page 83 and 84: Phoneme FactoryA quick reference gu
Page 85 and 86: Phoneme FactoryUsing generalisation
Page 87 and 88: Phoneme FactoryTable 7.2 Examples o
Page 89 and 90: Phoneme FactoryActivityThe characte
Page 91 and 92: Phoneme FactoryName gameTarget soun
Page 93 and 94: Phoneme FactorySewing cardsTarget s
Page 95 and 96: Phoneme FactoryActivityUse these ch
Page 101 and 102: Phoneme FactoryTarget sound ‘ch
Page 103 and 104: 8Fronting and backingProblems with
Page 105 and 106: Phoneme FactoryDevelopment of palat
Page 107 and 108: Phoneme FactoryAction gameTarget so
Page 109 and 110: Phoneme FactoryThrowing gameTarget
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Phoneme FactoryTarget sound ‘g’
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Phoneme FactoryFurther activitiesTh
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Phoneme FactoryTarget soundsA numbe
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Phoneme FactoryFind the hidden obje
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Phoneme FactoryActivityGive the chi
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Phoneme FactorySpecific activities
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Phoneme FactoryActivities to increa
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Phoneme FactoryName game: Who likes
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Phoneme FactoryIn the error pattern
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Phoneme FactoryPuzzlesTarget sound:
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12Context sensitive voicingProblems
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Phoneme FactoryActivityThe adult ne
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Phoneme Factorysays one of the word
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Phoneme FactoryTable 13.1 Examples
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Phoneme FactoryName game: witch sto
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Phoneme FactoryFurniture mendingTar
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Phoneme FactoryName gameTarget soun
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Phoneme FactoryActivityPlace the fo
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Phoneme FactoryIn typical developme
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Phoneme FactoryTable 14.1 Examples
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Phoneme FactorySpin, bin action gam
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Phoneme FactoryName game: bossy pup
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Phoneme FactoryThings that go toget
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Phoneme Factorymay involve lots of
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Phoneme FactoryProblems and suggest
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Phoneme FactoryCarryover: the phase
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Phoneme FactoryPalatal: ‘y’ in
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References, bibliography and furthe
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Phoneme FactoryLeitaeo, S. and Flet
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Indexfeedback 57, 72, 73final conso
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