Communicating Phonics - The Communication Trust

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Communicating PhonicsSection 4 > Different types of speech, language and communication needs > Children with specific expressive language impairmentChildren with specific expressive language impairmentGeneral informationSpecific expressive language impairment is a specificdifficulty in using expressive language, which can’tbe explained in terms of other factors such as social,emotional, behavioural, educational, physical orsensory difficulties, hearing loss, global developmentaldelay or autism.Helping to access the phonics screening checkPossible issuesMany children with specificexpressive language impairmenthave slow processing andplanning of their responsesWays to helpThey should be given as long asnecessary to respond to a wordand may require longer than 10secondsFeatures include:• Understanding of language (receptive language skills) may bemildly affected, but are better than their talking (expressiveskills) and within the normal range for age• Expressive language levels on standardised checks aresignificantly below age level• Children have good non-verbal ability, but can’t use spokenlanguage at an age appropriate level• Difficulties learning language incidentally, i.e. picking upnew words from context and learning and generalising newgrammatical constructionsDeficits in speech perceptionhave been identified in at leastsome children with languageimpairments. This deficit isparticularly marked whenlistening against backgroundnoise 21A quiet distraction-freeenvironment is essential21 Vance, 201128
Communicating PhonicsSection 4 > Different types of speech, language and communication needs > Children with specific expressive language impairmentTypically a child with specific expressive language impairmentwill have been delayed and slow in starting to talk and willhave limited spoken language; they can’t form clear andcomplete sentences, struggling to work out the rules ofgrammar and omitting words. Consequently children mayoveruse certain grammatical constructions or set phrases.The child with specific expressive language impairment willhave varying degrees of difficulty with:• A limited vocabulary• Word finding, which is difficulty recalling words they knowand have used before• Expressing more complicated thoughts and ideas, forexample trying to describe, define, or explain information orre-tell an event, activity or storyExpressive language difficulties are directly evident in literacy(using words correctly, spelling, composing sentences, etc.).Children may become extremely frustrated because theycan’t express the ideas they wish to communicate, or sociallywithdrawn because they can’t use language to relate to peers.The outcome of the checkChildren with specific expressive language impairment are likely tohave difficulty with:• Non-words or pseudo-words because they have poor non-wordrecognition and repetition. 22 This is because children with specificexpressive language impairment will have limited vocabularies• Using word knowledge in reading, because they have a reducedvocabulary and so can’t use word knowledge in decoding words,particularly regarding irregularly spelt words 23• Blending sounds to form words. Many children with specificexpressive language impairment may have ongoing or residualdifficulties with their speech sounds. This may be particularly truefor blending longer wordsSome children with specific expressive language impairment may beable to decode a word accurately, but their word finding difficultiesmay mean that they actually say a completely different word. Thismay have no phonic similarities to the target word.In specific expressive language impairment speech andlanguage development will be later and very slow, and doesn’tfollow the typical pattern. Later language skills may developbefore earlier skills and/or sentence structures may be atypical.Difficulties with language and communication are likely topersist through life.22 Gardner et al, 2006, Reed, 200523 Nation and Snowling, 199829
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Communicating Phonics - The Communication Trust

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