Communicating Phonics - The Communication Trust

More documents

Recommendations

Info

Communicating PhonicsSection 3 > Quick reference tableSLCN The issue Accessing the check Outcomes of the check Next stepsChildren with dysarthriaMovement disorder caused bybrain dysfunction or injury. Itresults in difficulties in movingthe muscles needed for speech,eating and drinking• Children may be unable toproduce all the required speechsounds even when the graphemephonemecorrespondence isknown• A familiar adult who’s aware ofhow the child usually producesphonemes should administerthe check• May need to use an alternativeassessment strategy• It may not be possible to tellif the child knows graphemephonemecorrespondences orcan sound blend without usingadditional assessment strategies• Use visual support, e.g. Cued Speech orthe use of symbols. Children may needalternative ways of indicating that theyare reading accurately, e.g. by indicatingpictures that match the individual wordsor phrases• Use whole word approaches in additionto phonics approaches for learning toread; children will benefit from learningfunctional reading skills so that they canindicate their needs using written orpictorial forms of language in situationswhere their speech is not understoodChildren who are non-verbalCauses vary widelySome are primarily motordisorders and aren’t associatedwith high levels of cognitivedisorder; others are pre-verbalwith profound and multiplelearning disabilities• Unable to verbally show whetherthey are able to make graphemephonemecorrespondences orblend sounds appropriately• Children may not be able toprocess visual and auditoryinformation at the same timeimpacting on access to thecheck• Fatigue and positioningshould be taken into account• Phonic awareness may bepresent in excess of thatdemonstrated within the checkbut not be demonstrateddue to limitations in thealternative and augmentativecommunication (AAC) systemavailable and known to the child• Children should be exposed to phonicsteaching as this will support access andnavigation around AAC devices theymay go on to use for communication• Use visual AAC systems the children usegenerally to communicate• Additional approaches should beused to both check whether childrenhave phonological awareness and canrecognise sound blending• Use multi-sensory approachesChildren with selectivemutismA consistent failure to speakin specific social situations inwhich there is an expectation ofspeaking (e.g. at school)• Children are unlikely to be ableto undertake the check• It may be possible forparents to administer thecheck at home and videorecord it for a teacher toview• If a child does respond to thecheck they may do so in awhisper so that ‘b’ becomes ‘p’and ‘z’ becomes ‘s’ etc• Remove pressure to speak• Let the child indicate theirunderstanding of phonemes bypointing• Be flexible enough to do ‘standard’phonics work when the child doesstart talking at school14
Communicating PhonicsSection 3 > Quick reference tableSLCN The issue Accessing the check Outcomes of the check Next stepsChildren with pragmaticlanguage impairmentA difficulty in using languageappropriately in social situations• New situations may raiseanxiety• May understand language onlyat a concrete level• May try to make pseudo-wordsinto real words• Present phonics check as aroutine task• Adapt language forinstructions accordingly• Reinforce that some wordsare not real• High level decoding skills maymask poor comprehension• Ensure that phonics work isbalanced with a focus on readingcomprehension• Include work to develop:✔ Conversation skills✔ Narrative skills✔ Social inference✔ Social adaptationChildren with autisticspectrum disordersDifficulties with communicationand interaction and ofimaginative thinkingType and degree of languageimpairment varies• There are frequently associatedlistening, attention, socialinteraction and behaviourdifficulties• Limited attention and turntaking skills;• Extended time for auditoryprocessing• Use a room with low level ofdistractions• Break check up if required• Allow longer for responses• Try to make the checkappear like a routine activitywith which the child isfamiliar• Huge variation betweenchildren with languageimpairments affecting phonicdecoding and those who arehyperlexic and show phonicskills above age expectations• Ensure that phonics work isbalanced with a focus on readingcomprehension• Use a multisensory approach toteaching phonics• Build motivation for readingChildren with Down’ssyndromeChildren with Down’s syndromehave a distinct profile of SLCNover and above that which canbe accounted for by learningdisability or hearing loss• Attention may be poor in acheck situation• Children may not bedevelopmentally ready for aphonic approach• Children with Down’ssyndrome learn best in‘no fail’ situations. Lots ofencouragement and rewardis required• Children are unlikely to havereached a stage where theyare using phonic decodingand are likely to ‘fail’ thecheck• Most children with Down’ssyndrome learn best throughlogographic or whole wordapproaches to reading. Phonicsshould be introduced later• Phonological awareness programmesshould include visual and kinaestheticmaterials• Work on syllable structure, such asclapping out syllables may be helpful• Pseudo words are likely to bemisread as real words15
Page 1 and 2: Communicating PhonicsA guide to sup
Page 4 and 5: Communicating PhonicsSection1 > Int
Page 8 and 9: Communicating PhonicsSection 2 > Ge
Page 10: Communicating PhonicsSection 2 > Ge
Page 16 and 17: Communicating PhonicsSection 3 > Qu
Page 18 and 19: Communicating PhonicsSection 4 > Di
Page 64 and 65:
Communicating PhonicsSection 4 > Di
Page 66 and 67:
Page 68 and 69:
Page 70 and 71:
Page 72 and 73:
Page 74 and 75:
Page 76 and 77:
Page 78 and 79:
Page 80 and 81:
Page 82 and 83:
Page 84 and 85:
Page 86 and 87:
Communicating PhonicsAppendix 1 > K
Page 88 and 89:
Communicating PhonicsAppendix 2 > A
Page 90 and 91:
Communicating PhonicsAppendix 3 > R
Page 92 and 93:
Page 94 and 95:
Page 96:
Communicating PhonicsThe Communicat
show all

Communicating Phonics - The Communication Trust

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

Delete template?

Save as template?