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

More documents

Recommendations

Info

Using listening and discrimination activitiesWhen the child is successful at getting their message acrossOur eventual aim is to help the child revise the way they say words so they are moreintelligible. When they have managed this, always provide feedback about thesuccessful communication such as, ‘I understood you that time! You told me you wantthe KEY,’ or ‘Great, I know what you mean, you mean the KEY, not the tea, the KEY!’(while handing over the key). Just saying something like ‘Well done’ or ‘You said thatright’ is not enough. The child is not learning a new trick, but is learning about how tomake themselves understood.Good feedback includes the repetition of the target word as the last word in theadult’s comments, so the child hears the correct way of saying the word withemphasis, as in the examples above.Introduction to the activities in Chapters 7–14Refer to this information before using activities in Chapters 7–14.Using the listening and discrimination activitiesIn the following chapters, ideas for activities to use with children with phonologicalimpairments are provided. These are listening and discrimination tasks designed to helpthe child become more aware of speech sounds in words. Once children have gainedlistening experience they will sometimes begin to make spontaneous revisions in theway they actually say words. Other children with phonological impairments need extradirect work on speech production skills under the advice of a speech and languagetherapist (SLT).Children with articulation problems, developmental dyspraxia of speech or those withinconsistent speech patterns (as described in Chapter 4, pages 49–51) needadditional help to that provided in the practical chapters alone. Listening activitiesmay still benefit some of these children, and the activities in these chapters might beincluded as a part of a treatment programme devised in collaboration with an SLT.The practical chapters in this book, as well as the rest of the Phoneme Factory series,are of most use if the decision regarding selection of activities is made by an SLTworking in collaboration with teaching staff. When teaching staff have limited accessto an SLT, the Phoneme Factory: Phonology Screener can be used to identify errorpatterns in the child’s speech. The chapter or chapters in this book that containrelevant materials will be highlighted in the results provided by the Screener. Activitiesin the Phoneme Factory: Sound Sorter programme can also be used to target theidentified error patterns.73
Phoneme FactoryA quick reference guide to identifying the chapter you need is in the box below.Finding the chapter you needThe sounds the child might be having difficulty with are in brackets.Chapter 7: Stopping (sounds ‘f’, ‘v’, ‘s’, ‘z’, ‘sh’, ‘zh’, ‘th’, ‘ch’, ‘j’) at the beginningsand ends of wordsChapter 8: Fronting (sounds ‘k’, ‘g’, ‘ng’) and backing (‘t’, ‘d’, ‘n’) and where ‘sh’sounds more like ‘s’Chapter 9: Final consonant deletion (any/all consonants that are missed off the end ofa word)Chapter 10: Gliding (‘r’, ‘l’)Chapter 11: Deaffrication and other error patterns affecting affricates (‘ch’, ‘j’)Chapter 12: Context sensitive voicing (voiceless sounds ‘p’, ‘t’, ‘k’) at the beginningsof wordsChapter 13: Approximant cluster reduction (sound combinations ‘pl’, ‘pr’, ‘tr’, ‘dr’,‘gl’, ‘fr’, etc.)Chapter 14: ‘s’ cluster reduction (sound combinations ‘st’, ‘sk’, ‘sl’, ‘sp’, etc.)In Part 1 are descriptions and further information about these error patterns.Organisation of each activity and explanation of termsThe description of each activity in Chapters 7–14 is the same. The example below is inChapter 7 ‘Stopping’.74
Page 4 and 5:
DevelopingSpeech and LanguageSkills
Page 8 and 9:
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: Phoneme FactoryJim:SLT:Jim:SLT:Jim:
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
Page 111 and 112: Phoneme FactoryTarget sound ‘g’
Page 113 and 114: Phoneme FactoryFurther activitiesTh
Page 115 and 116: Phoneme FactoryTarget soundsA numbe
Page 117 and 118: Phoneme FactoryFind the hidden obje
Page 119 and 120: Phoneme FactoryActivityGive the chi
Page 121 and 122: Phoneme FactorySpecific activities
Page 123 and 124: Phoneme FactoryActivities to increa
Page 125 and 126: Phoneme FactoryName game: Who likes
Page 127 and 128: Phoneme FactoryFurther activitiesTh
Page 129 and 130: Phoneme FactoryIn the error pattern
Page 131 and 132: Phoneme FactoryPuzzlesTarget sound:
Page 133 and 134:
12Context sensitive voicingProblems
Page 135 and 136:
Phoneme FactoryActivityThe adult ne
Page 137 and 138:
Phoneme Factorysays one of the word
Page 139 and 140:
Phoneme FactoryTable 13.1 Examples
Page 141 and 142:
Phoneme FactoryName game: witch sto
Page 143 and 144:
Phoneme FactoryFurniture mendingTar
Page 145 and 146:
Phoneme FactoryName gameTarget soun
Page 147 and 148:
Phoneme FactoryActivityPlace the fo
Page 149 and 150:
Phoneme FactoryIn typical developme
Page 151 and 152:
Phoneme FactoryTable 14.1 Examples
Page 153 and 154:
Phoneme FactorySpin, bin action gam
Page 155 and 156:
Phoneme FactoryName game: bossy pup
Page 157 and 158:
Phoneme FactoryThings that go toget
Page 159 and 160:
Phoneme FactoryFurther activitiesTh
Page 161 and 162:
Phoneme Factorymay involve lots of
Page 163 and 164:
Phoneme FactoryProblems and suggest
Page 165 and 166:
Phoneme FactoryCarryover: the phase
Page 167 and 168:
Phoneme FactoryPalatal: ‘y’ in
Page 169 and 170:
References, bibliography and furthe
Page 173 and 174:
Phoneme FactoryLeitaeo, S. and Flet
Page 175 and 176:
Indexfeedback 57, 72, 73final conso
show all

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

You also want an ePaper? Increase the reach of your titles

Delete template?

Save as template?