Communicating Phonics - The Communication Trust

Communicating PhonicsSection 4 > Different types of speech, language and communication needs > Children with specific receptive language impairmentAn evidence resource to inform next stepsSRLI is under identified; 14 children with SRLI often havepersistent and long-term literacy difficulties. 15Children with SRLI have difficulties in using word knowledge inreading because they have a reduced vocabulary, 16 and in usinggrammatical knowledge for suggesting probable words forsentence context due to poor grammatical skills.The literacy skills of both typically developing children 17and those with language impairments 18 are improved byphonological awareness training (based on the componentsof synthetic phonics, but emphasising earlier developmentalstages). However children with SRLI will not make the desiredprogress with synthetic phonics alone, particularly in the longerterm and for text comprehension.The following are therefore recommended:✔ Artificial incidental language learning opportunities, whichemphasise learning in meaningful contexts. 19 This can beused to learn and practice vocabulary✔ Well-planned word teaching for simple words with aconsonant-vowel-consonant (CVC) structure, readingvocabulary and story comprehensionAdditional resources and further supportFor a child with SRLI the teacher and speech and language therapistshould work together to plan and develop the child’s phonologicalawareness and early reading skills simultaneously. 20Publications and resources:Duffy, G.G. (2009), Explaining Reading: A resource for teaching concepts,skills and strategies, 2nd edition, London, The Guildford Press. Section onsupporting comprehension strategies in individuals with reading difficultieswho have speech, language and communication needsI CAN Talk 7: Speech, Language and Communication Needs and the EarlyYearsI CAN: The SLI HandbookOrganisations and websites:I CAN – www.ican.org.ukAfasic – www.afasic.org.ukNAPLIC – www.naplic.org.uknasen – www.nasen.org.uk14 Botting et al, 199815 Simkin and Conti-Ramsden, 200616 Nation and Snowling, 199817 Lundberg et al, 198818 Van Kleek et al, 199819 Camarata et al, 1994; Kouri, 2005; Law, 199720 Parkinson and Gorrie, 1995; Newman and Elks, 198826